coursework in special education

Preliminary Credential Pathways

Intern Option: The Special Education Intern Program (SEIP) is an alternative credential pathway that allows candidates to work in P-12 schools as teachers-of-record while they complete university coursework necessary to obtain their credential. The SEIP is a collaborative effort with school districts, Non-Public School (NPS), or Charter Schools. Interns receive assistance from school site support providers and university supervisors.

Student Teaching Option: The Student Teaching Program is a traditional credential pathway that allows student teachers to be placed in public school P-12 classrooms under the guidance of a Master Teacher for fieldwork experiences while completing university coursework necessary to obtain their credential.

Integrated Teacher Education Program (ITEP) Mild/Moderate Educational Specialists:  The ITEP Program for the Education Specialist Mild Moderate Support Needs Credential is an option within the undergraduate Liberal Studies major wherein students earn a BA degree in Liberal Studies while also earning an Education Specialist Credential-Mild Moderate Support Needs (Student Teaching Option only). To meet all requirements for the ITEP program, students must also complete a depth of study in Educating Children with Disabilities and be accepted into the Special Education Credential Program. The total number of units for the BA and Credential is 135 units. Please see the Liberal Studies section of the catalog, as well as an advisor in the Liberal Studies Office for more information about the ITEP Option.

Advanced Programs

Teacher Induction Program leading to a Clear Education Specialist Credential Program : This program is designed for holders of a Preliminary Credential (MMSN; EXSN; ECSE) and includes advanced coursework and Individual Induction Plans.  Click here for program requirements.  For more information regarding the program, please contact the Teacher Induction Coordinator, Dr. Patricia Maricich at [email protected] .

Master's Degree: The master's degree program is based on curriculum that prepares candidates to assume advanced roles in the field of Special Education. The capstone experience for this degree includes a thesis or a comprehensive essay exam.

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Bachelor of Arts

Special Education Degree (Mild-to-Moderate)

Leads to Teacher Licensure

This Special Education Degree Prepares You to Make a Difference for Students with Special Needs

This bachelor's degree in special education prepares you to become a licensed teacher, ready to impact students who have a wide range of disabilities (from mild to moderate) and special needs. These students need teachers who are prepared to utilize unique learning techniques and strategies to help them thrive. This special education degree program focuses on preparing you to be a teacher and advocate for these exceptional students.

This program includes coursework and assessments, as well as a preclinical experience that includes observation hours. You’ll complete your coursework online, but you’ll also get in-classroom experience with a Student Teaching component hosted by an experienced teacher and directed by a clinical supervisor. You’ll be prepared to meet teacher certification requirements in states that offer a single license in K–12 special education. If your state requires—or if you're interested in—dual licensure in both elementary education and K–12 special education, consider the B.A. Special Education (K–12) program . 

This program is not available in the following states/territories: Delaware, New Jersey, and American Samoa. Students in Colorado, Louisiana, and Massachusetts may enroll in this program but will be required to pass content exams in an area other than special education before their special-ed license will be issued.

61% of graduates finish this program in

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish faster.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps you control the ultimate cost of earning your degree online. Finish faster, pay less! 

Average salary increase

School of Education undergraduates report an average salary increase of $9,320 after completing their WGU degree.

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Special Education Courses

A high-impact special ed curriculum developed by education experts..

Program consists of 39 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

Earning a B.A. in Special Education (Mild to Moderate) prepares you with the content knowledge and effective teaching skills to become a special education instructor for students with mild to moderate disabilities.

This special education program was designed (and is regularly updated) with input from the experts on our Education Program Council . These experts know exactly what it takes for a graduate to qualify for a teacher’s license and be successful in a career teaching students with exceptionalities.

Some of the courses in this program may be waived through transfer from your previous college experience. The rest you will complete one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. This means that you can finish as many courses as you're able in a term at no additional cost.

This program comprises the following courses. Some may be waived through transfer from your previous college experience. The rest you will complete one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

The B.A. Special Education (Mild to Moderate) program is a mostly online program, with some in-classroom requirements. You will complete your courses by studying and working independently with instruction and support from WGU faculty. 

An unofficial estimated 14 courses are fulfilled by your associate degree leaving 27 courses.

This is an unofficial estimate of your transfer credit. You may recieve more or less credits depending upon the specific courses taken to complete your degree and other credits you may have.

Below are the anticipated courses that will be fulfilled based on your indication that you have earned an associate degree. During the enrollment process this information will be verified.

This is Introduction to Physical and Human Geography, a three-module course that addresses the question of what geography really is in today's complex world; how migration affects—and has been affected by—geography; and one of the biggest present problems related to geography: climate change. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30–40 hours on the course content.

Welcome to Composition: Writing with a Strategy! In this course, you will focus on three main topics: understanding purpose, context, and audience, writing strategies and techniques, and editing and revising. In addition, the first section, will offer review on core elements of the writing process, cross-cultural communication, as well as working with words and common standards and practices. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

Welcome to Introduction to Communication: Connecting with Others! It may seem like common knowledge that communication skills are important, and that communicating with others is inescapable in our everyday lives. While this may appear simplistic, the study of communication is actually complex, dynamic, and multifaceted. Strong communication skills are invaluable to strengthening a multitude of aspects of life. Specifically, this course will focus on communication in the professional setting, and present material from multiple vantage points, including communicating with others in a variety of contexts, across situations, and with diverse populations. Upon completion, you will have a deeper understanding of both your own and others’ communication behaviors, and a toolbox of effective behaviors to enhance your experience in the workplace.

Welcome to Composition: Successful Self-Expression! In this course, you will focus on four main topics: professional writing for a cross-cultural audience, narrowing research topics and questions, researching for content to support a topic, and referencing research sources. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content. You will demonstrate competency through a performance assessment. There is no prerequisite for this course and there is no specific technical knowledge needed.

Mathematics for Elementary Educators I guides preservice elementary teachers in an investigation of number systems, place value, number theory, and ratio and proportion. This is the first course in a three-course sequence.  There are no prerequisites for this course.

This is a Global Arts and Humanities course that contains three modules with corresponding lessons. This course is an invitation to see the world through the humanities, examine the humanities during the Information Age, and explore the global origins of music—essentially questioning what makes us human, and how people are connected across culture and time. Each module includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check learning. With no prior knowledge or experience, a learner can expect to spend 30-40 hours on the course content.

​This course presents a broad survey of U.S. history from early colonization to the mid-twentieth century. The course explores how historical events and major themes in American history have affected diverse populations, influenced changes in policy an established the American definition of democracy.  This course consists of an introduction and five major sections. Each section includes learning opportunities through reading, images, videos, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check how well you understand the content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30-40 hours on the course content.​ 

This course provides students with an overview of the basic principles and unifying ideas of the physical sciences: physics, chemistry, and earth sciences. Course materials focus on scientific reasoning and practical, everyday applications of physical science concepts to help students integrate conceptual knowledge with practical skills.

This course provides students an introduction to using the scientific method and engaging in scientific research to reach conclusions about the natural world. Students will design and carry out an experiment to investigate a hypothesis by gathering quantitative data. They will also research a specific ecosystem using academic sources and draw conclusions from their findings.

Mathematics for Elementary Educators II engages preservice elementary school teachers in mathematical practices of algebraic reasoning. This course explores important algebraic topics such as patterns, expressions and equations, linear equations, inequalities, and functions. This is the second course in a three-course sequence. 

Mathematics for Elementary Educators III engages preservice elementary teachers in important concepts in geometry, measurement, data analysis and statistics, and probability. This is the third course in a three-course sequence. 

Disciplinary Literacy examines teaching strategies designed to help candidates to develop the literacy skills necessary to read, write, and think critically while engaging content in different academic disciplines. Course content highlights strategies to help candidates distinguish between the unique characteristics of informational texts while improving comprehension and writing proficiency across the curriculum. Strategies to encourage inquiry and cultivate skills in critical thinking, collaboration, and creativity also are addressed. This course is designed to be taken after successful completion of the Introduction to Curriculum, Instruction, and Assessment course OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Special Education.

This course is a foundational introduction to the biological sciences. The overarching theories of life from biological research are explored as well as the fundamental concepts and principles of the study of living organisms and their interaction with the environment. Key concepts include how living organisms use and produce energy; how life grows, develops, and reproduces; how life responds to the environment to maintain internal stability; and how life evolves and adapts to the environment.

The School as a Community of Care is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to meet the social and emotional needs of learners, taking into account theories and philosophical perspectives on child and adolescent development and learning. Candidates learn to effectively collaborate with parents, families, caregivers, and other community stakeholders in each child's education, to build a strong foundation for academic and personal success. Emphasis is placed on family engagement as candidates gain knowledge of individual, cultural, and community assets that can be used to facilitate learner growth and development, as well as understand mental health and emotional differences among learners that may necessitate leveraging additional resources to support students' wellbeing. Issues of youth mental health, substance abuse, suicide awareness and prevention, and abuse within families will be addressed as will the importance of parent involvement. Candidates will engage in seven hours of preclinical experiences, which include visual observations of learning environments that involve parents and families in their children's' education while supporting the social and emotional learning (SEL) needs of learners and an interview with an educational professional to explore topics related to parent involvement, youth mental health issues, and professional responsibilities to ensure student wellbeing. Additionally, crosscutting themes of technology and diversity are interwoven for further development.

Educational Foundations is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. The course provides candidates with early classroom experience where they observe multiple school settings at three different levels of schooling and interview an educator to learn how state standards and various legal and ethical issues affect classrooms today. The course also provides candidates with opportunities to gain foundational knowledge about what it means to be a teacher in the current educational context while exploring their future role within the larger landscape of historical and cultural influences. This course ensures candidates have a firm grasp on important issues affecting educators including state standards-based curriculum, legal and ethical requirements affecting educational opportunities, and professionalism, preparing them for subsequent coursework within the Professional Core and their content area major courses. Five preclinical hours are interwoven throughout this course, and cross-cutting themes of technology and diversity are introduced for further development throughout the candidate’s programs.

Educational Psychology and Development of Children and Adolescents is a key component of WGU’s Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to support classroom practices grounded in research-validated principles from the areas of educational psychology and child/adolescent development. Candidates will be introduced to learning theories that equip them with the knowledge and skills necessary to support the diverse populations of students with whom they will interact. This course addresses theories of human development, spanning early childhood through adolescence, and candidates completing this course will be able to explain and analyze the guiding perspectives on linguistic, physical, cognitive, and social development. This course will also cover appropriate instructional and assessment strategies to support student learning and development. Candidates will engage in four hours of virtual classroom observations related to issues in educational psychology and learner development. Cross-cutting themes of technology and diversity are interwoven for further development.

Fundamentals of Diverse Learners is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to consider and address the wide range of learning needs in the classrooms of today. This course teaches candidates to identify and support the needs of diverse populations of learners, including, for example, students with disabilities (Including Dyslexia), students who are English language learners, and students who are gifted and talented. Practical strategies for differentiating instruction while creating a safe, inclusive, and culturally responsive learning environment are explored. This course helps candidates develop skills for partnering with parents and advocating for all students, particularly those impacted by provisions of IDEA and Section 504 of the Rehabilitation Act. Multitiered systems of support are addressed to prepare candidates for their future classrooms as they seek to select appropriate instructional practices and interventions to best serve their students. Candidates will engage in four hours of preclinical experiences that include a simulated teaching experience in which skills learned can be applied. Cross-cutting themes of technology and diversity are interwoven for further development.

Managing Engaging Learning Environments is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to establish and contribute to safe and productive learning environments that support the success of all learners by ensuring student engagement and motivation for learning. Candidates will learn strategies, such as incorporating consistent routines and expectations, to provide positive behavior supports, increase learner motivation, promote active learning and self-direction, and ensure a safe and productive classroom setting that fosters a sense of community through collaborative educational practices. The course will culminate in evidence-based, practical application of current strategies, theories, or philosophical perspectives related to motivating and engaging all students in a learning community. Candidates will engage in seven hours of preclinical experiences that include both virtual observations of classroom settings and time in a simulated classroom environment where theory can be put into practice. Cross-cutting themes of technology and diversity are interwoven for further development.

Introduction to Curriculum, Instruction, and Assessment is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course provides candidates with the knowledge and skills necessary to create engaging and standards-aligned lessons that meet the needs of all learners. Candidates will learn to analyze learner needs based on a variety of inputs, including their state P–12 standards, assessment results, and knowledge of learner differences. This course will help candidates design, deliver, and modify instruction in accordance to needs and educational requirements. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. They also will record a short teaching segment, allowing for authentic teaching experience. Crosscutting themes of technology and diversity are interwoven for continued development.

Assessing Impact on Student Learning is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course equips candidates to evaluate student learning and their own professional practice, ensuring candidates are prepared to ensure all learners' success. In this course, candidates learn multiple methods of assessment to ensure they are able to implement a balanced approach to assessment while monitoring their students’ progress. Assessments types such as formative, summative, standardized, and common assessments are addressed so candidates understand their purposes and can apply them within the context of a lesson to determine impact on learning. Data literacy skills are taught to ensure candidates interpret and analyze individual and classroom data and apply their knowledge in ways that support academic success. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. Cross-cutting themes of technology and diversity are interwoven for further development.

Educational Technology for Teaching and Learning is a key component of WGU's professional core and is a required course for all initial licensure candidates. This course prepares candidates to incorporate technology into their classroom practices in ways that improve teaching and learning. The ISTE standards will form the basis for their practice. The material will teach candidates to critically evaluate software and hardware options that may positively impact the classroom environment, while also increasing their awareness of ethical usage and considerations related to equity, access to technology, and appropriate use of technology by P–12 students. Assistive technologies to meet the needs of a diverse learner population also will be taught in this course. Candidates will engage in three hours of preclinical experience including virtual observations of classroom practices incorporating technology in order to achieve educational goals. Crosscutting themes of technology and diversity are interwoven for further development.

Professional, Ethical, and Legal Practices for Special Education prepares candidates to practice within ethical and legal guidelines in day-to-day teaching, stakeholder interactions, and other complex situations. This course provides an overview of the professional ethics and standards from the Council for Exceptional Children (CEC), which guide candidates to act in a professionally conscientious manner. Candidates will explore the legal foundations and case laws related to special education to gain understanding of how legislation influences teaching and learning. This course is designed to be taken after successful completion of Fundamentals of Diverse Learners OR Fundamentals of Diversity, Inclusion, and Exceptional Learners.

Behavioral Support Strategies for K–12 Learners with Mild to Moderate Exceptionalities prepares candidates to work effectively with students exhibiting behavior in the classroom that is below age and cultural norms. This course provides an overview of behavior disorders and their causes, as well as appropriate research-based intervention strategies, including positive behavior intervention and supports, multi-tiered systems of support (MTSS), applied behavior analysis, replacement behavior and reward strategies, culturally responsive practices, and data collection and assessment methods. After completing this course candidates emerge prepared to strategize and recommend adjustments to the learning environment that support positive behavior and student success in the classroom and beyond. This course also examines behavioral assessment and analysis, including the creation of functional behavior assessment (FBA) and the creation and monitoring of behavioral improvement plans (BIP) in an authentic learning environment. This course is designed to be taken after successful completion of Fundamentals of Diverse Learners or Fundamentals of Diversity Inclusion, and Exceptional Learners, Professional, Ethical, and Legal Practices for Special Education, and Managing Engaging Learning Environments or Classroom Management, Engagement, and Motivation.

Assessment in Special Education prepares candidates to use multiple methods of assessment and data sources in making educational decisions about the student and the learning environment. This course is designed to help provide an understanding of how assessment data is used during screening in multitiered systems of support (MTSS), the eligibility process, the evaluation process, progress monitoring, and data-based instructional decision making. This course is designed to be taken after successful completion of Professional, Ethical, and Legal Practices for Special Education and Assessing Impact on Student Learning OR Educational Assessment.

Collaborating with Partners for Student Success prepares candidates to apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraeducators, and other professionals (within the school, other educational settings, and the community) to plan programs and access services for students with exceptionalities and their families. The course introduces ways to enhance parental involvement and family engagement while teaching families and students advocacy throughout the Individualized Education Program (IEP) and transition planning processes. This course also focuses on the components of the IEP and how the practice of effective communication and collaboration skills is key to the program's development and implementation. Candidates will engage in three hours of preclinical experiences that includes a simulated collaborative experience in which skills learned can be applied. This course is designed to be taken after successful completion of Professional, Ethical, and Legal Practices for Special Education OR Fundamentals of Diversity, Inclusion, and Exceptional Learners, and Assessment in Special Education.

Considerations for Instructional Planning for Learners with Mild to Moderate Exceptionalities introduces candidates to a repertoire of evidence-based instructional strategies to advance the learning of students with exceptionalities. The course focuses specifically on strategies for intensifying and individualizing instructional interventions; making instructional decisions based on progress-monitoring data; collaborating with general education teachers and paraeducators; teaching to mastery; promoting generalization of learning; and teaching students with exceptionalities how to use self-assessment, problem solving, and other cognitive strategies to organize critical content and meet their needs. This course is designed to be taken after successful completion of the Introduction to Curriculum, Instruction, and Assessment course OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Special Education.

Instructional Strategies and Technologies for Elementary Learners with Mild to Moderate Exceptionalities prepares candidates to use evidence-based instructional practices appropriate for elementary students receiving special education services. The course includes cognitive and metacognitive strategies that elementary students can use to acquire new content knowledge and generalize skills across learning environments. It also provides opportunities for candidates to incorporate intensive instructional strategies and practice making accommodations to elementary math and English language arts lesson plans based on learner characteristics, performance data, and individualized education program (IEP) goals. In addition to discussing how to make appropriate accommodations, the course teaches candidates how to assess student learning through progress monitoring and apply intensive interventions when warranted. This course is designed to be taken after successful completion of Considerations for Instructional Planning for Learners with Mild to Moderate Exceptionalities.

Instructional Strategies and Technologies for Secondary Learners with Mild to Moderate Exceptionalities prepares candidates to use evidence-based instructional practices appropriate for use with secondary students receiving special education services. Strategies taught in this course focus on intensive instruction and making accommodations to secondary lesson plans in order to develop critical thinking and problem-solving skills to enhance acquisition of age-appropriate secondary content across academic disciplines. This course also promotes the achievement of Individualized Education Program (IEP) and transition goals for independent living and career preparation through demonstration of strategies that increase students' self-awareness, self-regulation, self-management, self-control, and self-esteem. This course is designed to be taken after successful completion of Considerations for Instructional Planning for Learners with Mild to Moderate Exceptionalities.

Elementary Reading Methods and Interventions provides candidates with an in-depth look at best practices for developing reading and writing skills. Course content examines the science of reading, the stages of and approaches to literacy development, differentiation, technology integration, literacy assessment, and Multitiered Systems of Supports (MTSS), including the comprehensive response to intervention (RTI) model used to identify and address the needs of learners who struggle with reading comprehension. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment.

Language Arts Instruction and Intervention helps students learn how to implement effective language arts instruction and intervention in the elementary classroom. Topics include written and spoken English, expanding students' knowledge, literature rich environments, differentiated instruction, technology for reading and writing, assessment strategies for reading and writing, and strategies for developing academic language. There are no prerequisites for this course.

Elementary Mathematics Methods helps students learn how to implement effective math instruction in the elementary classroom. Topics include differentiated math instruction, mathematical communication, mathematical tools for instruction, assessing math understanding, integrating math across the curriculum, critical thinking development, standards-based mathematics instruction, and mathematical models and representation. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Children's Literature is an introduction to and exploration of children's literature. Students will consider and analyze children's literature as a lens through which to view the world. Students will experience multiple genres, historical perspectives, cultural representations, and current applications in the field of children's literature. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Secondary Reading Instruction and Interventions explores the comprehensive, student-centered response to intervention (RTI) model used to identify and address the needs of learners in middle school and high school who struggle with reading comprehension and/or information retention. Course content provides educators with effective strategies designed to scaffold instruction and help learners develop increased skill in the following areas: reading, vocabulary, text structures and genres, and logical reasoning related to the academic disciplines. This course is designed to be taken after successful completion of the Introduction to Curriculum, Instruction, and Assessment course OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Special Education.

Pre-Clinical Experiences in Special Education provides candidates the opportunity to observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Candidates will reflect on and document the 75 hours of in-classroom observation and experience in their performance assessments. Prior to entering the classroom for the observations, candidates will be required to include a cleared background check, passing scores on the state or WGU required basic skills exam and a completed resume.

Teacher Performance Assessment in Special Education course is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Professional Portfolio requires candidates to create an online teaching portfolio that demonstrates professional beliefs, growth, and effective teaching practices from the Demonstration Teaching experience. The portfolio includes reflective essays (educational beliefs, professional growth, and collaboration with stakeholders) and professional artifacts (resume and artifacts with commentary on academic language, systems of student support, education technology, and professional communication with families) developed and acquired during Demonstration Teaching. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Cohort Seminar in Special Education provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Professional Portfolio

Special requirements for this program

You will complete a professional portfolio, which will include your résumé and Philosophy of Teaching Statement and serve as a way to showcase the skills you have acquired throughout your degree program and Student Teaching. 

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Lesson Planning: Successfully designed mastery-focused lessons for students with exceptionalities, fostering an inclusive and supportive classroom environment.
• Special Education: Successfully implemented personalized accommodations for students with exceptionalities, tailored to their individual characteristics and circumstances, leading to an inclusive and supportive learning environment.
• Teaching: Established positive and meaningful relationships with students, fostering a supportive and inclusive learning environment.
• Communication: Delivered messages through tailored communication methods, ensuring resonance with diverse audiences.
• Research: Synthesized research information from diverse sources to inform decision-making.
• Classroom Management:  Created a safe and caring classroom environment to promote optimal learning experiences.

“Going back to school was a good decision! Doing it at WGU was the best decision. I received an excellent education, I feel prepared and ready to hit the ground running. I missed WGU when I graduated! I wish I could be a full time learner with WGU!”

—Helen B.A. Special Education (Mild to Moderate)

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 4 years, minimal acceleration options

As quickly as you can master the material, typically less than 3 years

TRANSFER CREDITS

Few accepted, based on certain schools and specific courses

A generous transfer policy that is based on your specific situation

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers. Over 13,000 students graduated from the Teachers College in 2021 alone, taking their skills and impacting the educational system all around the United States.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

An Affordable  Special Education Degree Program

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A College Degree Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.  

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

At WGU, we understand that you’ve got professional responsibilities, family obligations, and personal commitments. That’s why we offer a flexible approach to higher education. You’ll get a solid, career-focused education that fits your life. Expect to be challenged, to work hard, and to put in the hours needed. But WGU enables you to complete your coursework online, anytime and anywhere your schedule allows, and move through assignments and assessments as quickly as you're able.

"I enjoyed my time at WGU. It is a different learning environment. You have to have or learn to have self discipline. Although the learning environment is different, it was the best solution for me! I worked 2 jobs, went to college and was a single mother. I felt the struggles but having the structure of WGU helped me to do things at my pace. I would definitely recommend WGU to anybody! If you're committed you can succeed here without putting yourself in complete debt. Thank you WGU!”

—Heidi B.A. Special Education (Mild to Moderate)

CAREER OUTLOOK

A Special Education Degree Opens Doors to Your Own Classroom and Beyond

The U.S. Bureau of Labor Statistics anticipates employment of special education teachers in the United States to grow about 3% by the year 2029 due to demand for special education professionals to meet classroom needs. Once you have completed your B.A. in Special Education, you’ll be in demand. You’ll have the knowledge, skills, and in-classroom experience to take your teaching career in a rewarding direction.

This special education licensure program is ideal for future teachers who are committed to changing the lives of students who have mild to moderate exceptionalities. It offers deep engagement in serving special education students and leads to your K–12 special education license in states that do not require dual elementary-ed and special-ed licensure. If you're ready to make a difference in the lives of amazing students, this program is the perfect fit for you. 

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

The number of special education positions in the United States is expected to grow by 4 percent by 2031, according to the U.S. Bureau of Labor Statistics.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

• Inclusionary K–12 classrooms
• Middle/junior high schools
• High schools
• Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Bachelor's in Special Education Admission Requirements

Students who are seeking initial teacher licensure in a bachelor’s, post-baccalaureate, or master’s program must also pass a state-specific basic skills test for the state in which they live as a prerequisite to Student Teaching . (Registering and paying for the test is the student’s responsibility.) This requirement can be met either prior to admission or before beginning the Foundations of Teaching subject area once you are in your WGU program.

WGU’s teacher licensure programs also include Student Teaching. You must be at least 18 years of age before you may begin the application process or participate in Preclinical Experiences and Student Teaching. You must also submit to a criminal background check prior to entering the classroom for this component of your program.

An Enrollment Counselor can help you best determine whether you have the sufficient background for entry into your program of choice.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

Get added support and flexibility as you start your degree  take a course or two at your pace before committing to a full degree program. strengthen your study habits, gain essential learning skills and, best of all, each completed course counts toward your degree requirements. .

Learn More about Pathways to Starting

MORE DETAILS

Becoming a Licensed Teacher

State-specific licensure requirements : Each state in the U.S. has specific testing requirements that must be met or completed in addition to completing your teaching degree program at WGU. Teacher licensure requirements vary depending on state laws and may include a number of factors, such as:

• Completion of a bachelor’s degree program
• Submission of transcripts
• Completion and clearance of a background check
• Passing of required entrance exams and basic skills tests

Preclinical Experiences    

As part of this program, you'll participate in a wide range of in-classroom teaching experiences through at least 75 hours of in-classroom observation.

Student Teaching

To help you prepare to work in classrooms, this program includes a student teaching component. Student Teaching is a full-time, supervised, in-classroom experience of a minimum of 12–20 weeks during which you will be hosted by an experienced teacher and observed by a Clinical Supervisor. Your host teacher will evaluate your performance based on accepted professional standards. Learn more about teacher licensure.

More About the B.A. in Special Education

• More About Teacher Licensure

What grades will I be able to teach?

It depends on your state and which Teachers College program you complete, so it is best to ask your Enrollment Counselor. Typically, teachers with an elementary education license can teach anywhere from kindergarten through 8th grade, and secondary teachers in math, English, or science can teach anywhere from 5th to 12th grades. K–12 special education licenses typically enable teachers to work with students from kindergarten through 12th grade.

How long is Student Teaching?

It depends on your state and your program, but for most Teachers College programs, Student Teaching is typically about the length of one full traditional school semester. Student teaching is a minimum of 12–16 weeks, but it can be longer in other programs.

How do I set up my Student Teaching?

WGU has a team that works with you to connect you with schools in your area, and with host teachers that will support you through your Student Teaching.

Can I use my own classroom for the Student Teaching placement?

Your Enrollment Counselor can provide more details about your specific situation. While you can provide recommendations of a school you want to be placed in, generally, our Field Placement Office will be selecting and setting up the placement in the end.

Will this program lead to a teaching license in my state?

Your Enrollment Counselor has access to an up-to-date database that tracks requirements and eligibility for all WGU programs and all US states and territories, so a conversation with your Enrollment Counselor can quickly verify this for you based on where you live and your desired program.

Does WGU require transcript submissions of prior college work?

Yes. Transcripts are used by your program mentor to help develop your personalized degree plan. WGU requires that official transcripts of previous academic work completed at other colleges or graduate schools be submitted for evaluation. It is your obligation to request official transcripts from the institutions you have attended when applying for admission. At the present time, we don't require a minimum grade point average (GPA) or SAT/ACT scores for admission.

Do graduate students need to submit transcripts?

Yes. Students applying to a graduate degree program must send bachelor's degree official transcripts verifying their receipt of a bachelor’s degree from a regionally or DETC-accredited institution. The Records and Admissions Departments should receive the official transcripts by the 1st of the month prior to the start of your program. WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

Who reviews my transcripts? How long does it take?

Your official transcripts will be evaluated by a member of the Transcripts Department. The time it takes to review your transcripts and report which subject areas (domains) are cleared will vary. We will inform you via email when your transcripts arrive, and we endeavor to report transfer decisions through your  Enrollment Counselor  within two weeks of that date.

What is the deadline for transcript submission?

Because your mentor will use your transcripts to help develop your personalized Degree Plan, it is important we receive official transcripts directly from all the colleges and universities you have previously attended no later than the 1st of the month prior to your intended start date. WGU will not award transfer credit based upon the work identified by transcripts received after your start date.

Can I submit unofficial copies of transcripts?

If you have questions about your transcripts prior to submission of your official transcripts, you may  contact your Enrollment Counselor  to discuss the Transfer Evaluation Guidelines for your intended degree program.

Can I transfer previously earned college credits to WGU?

Yes. If you’re applying for a bachelor’s degree program and have completed college coursework at another institution, you may have your transcripts evaluated and may be able to have some or all of the requirements for lower-division courses cleared through transfer credits. In some programs, professional certifications may clear additional requirements.

What credit hours can I expect to transfer into WGU?

Many students transfer into a WGU degree program already having accumulated many credit hours or having earned an associate’s degree. Transcripts are evaluated on a course-by-course basis according to the following general guidelines:

• If you hold an Associate of Arts (AA) or Associate of Science (AS) degree from an institution that is recognized as nationally or regionally accredited by the U.S. Department of Education, you should clear all or many of the lower-division requirements for a bachelor’s degree in Business or Information Technology. For Health Professions and Teachers College programs, a course-by-course evaluation is typically required. Only an official transcript evaluation can determine how many requirements you may be able to waive.
• If you earned an Associate of Applied Science (A.A.S.) or other applied associate’s degree, you may be able to clear a significant portion of WGU's lower-division degree requirements.
• If you have completed college courses but have not earned a degree of any type, you may also be able to have some degree requirements cleared through a course-by-course transcript evaluation.
• WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit into the M.S. Nursing and Master of Health Leadership programs will only be considered for new students beginning their program on February 1, 2021, and beyond. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

I have lots of credit hours but don't have a bachelor's or associate's degree. What will transfer?

It depends on how well the courses you’ve already taken match the competencies in the WGU degree program you’re applying for.

Each WGU degree program specifies the competencies you must possess and demonstrate mastery of in order to receive your degree; having accumulated credits isn’t sufficient proof that you have mastered the competencies.

Prior courses must be relevant. If your prior coursework directly matches the requirements for your WGU bachelor’s degree, you may be able to clear one or more required lower-division courses. However, if your coursework was in subject areas that don’t match WGU's degree requirements, the amount of transfer credit you receive may be limited.

The University

For students.

• Student Portal
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NASET.org Home Page

Exceptional teachers teaching exceptional children.

• Overview of NASET
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• Contact Membership Department
• Resources for Special Education Teachers
• Advocacy (Board Certification for Advocacy in Special Education) BCASE
• Board Certification in Special Education
• Inclusion - Board Certification in Inclusion in Special Education (BCISE) Program
• Paraprofessional Skills Preparation Program - PSPP
• Professional Development Program (PDP) Free to NASET Members
• Courses - Professional Development Courses (Free With Membership)
• Forms, Tables, Checklists, and Procedures for Special Education Teachers
• Video and Power Point Library
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• Literacy - Teaching Literacy in English to K-5 English Learners
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• NASET Sponsor's Products and Services
• ADHD Series
• Assessment in Special Education Series
• Autism Spectrum Disorders Series
• Back to School - Special Review
• Bullying of Children
• Classroom Management Series
• Diagnosis of Students with Disabilities and Disorders Series
• Treatment of Disabilities and Disorders for Students Receiving Special Education and Related Services
• Discipline of Students in Special Education Series
• Early Intervention Series
• Genetics in Special Education Series
• How To Series
• Inclusion Series
• IEP Components
• JAASEP - Research Based Journal in Special Education
• Lesser Known Disorders
• NASET NEWS ALERTS
• NASET Q & A Corner
• Parent Teacher Conference Handouts
• The Practical Teacher
• Resolving Disputes with Parents Series
• RTI Roundtable
• Severe Disabilities Series
• Special Educator e-Journal - Latest and Archived Issues
• Week in Review
• Working with Paraprofessionals in Your School
• Author Guidelines for Submission of Manuscripts & Articles to NASET
• SCHOOLS of EXCELLENCE
• Exceptional Charter School in Special Education
• Outstanding Special Education Teacher Award
• Board Certification Programs
• Employers - Job Posting Information
• Latest Job Listings
• Professional Development Program (PDP)
• Employers-Post a Job on NASET
• PDP - Professional Development Courses
• Board Certification in Special Education (BCSE)
• Board Certification in IEP Development (BCIEP)
• NASET Continuing Education/Professional Development Courses
• HONOR SOCIETY - Omega Gamma Chi
• Other Resources for Special Education Teaching Positions
• Highly Qualified Teachers
• Special Education Career Advice
• Special Education Career Fact Sheets
• FAQs for Special Education Teachers
• Special Education Teacher Salaries by State
• State Licensure for Special Education Teachers

Go to the PDP Menu

Immediately Below is the Course List in Alphbetic Order   - To Access Category Sorted Course List - Click Here

To Access these courses: NASET Members are required to Login and then select the link of the desired course. Visitors may view the course list and explore the description of each course below.

Course Tests and Certificates are accessible only through the online course (upon successful course exam completion).

Please Note: Each of the following National Association of Special Education Teachers' (NASET) professional development courses entitle you to CE Study Hour. Each NASET CE Study Hour is based on the requirements of each course which are rated in hour(s) for reading, comprehension and the completion of an exam at the end of the course. Please be aware that NASET CE Study Hours are not a guarantee of acceptance of evidence of professional development by school districts, since every state and/or school district may have its own standards or requirements.  To verify whether a NASET CE Study Hour is accepted by your school district or state, please contact your local or state education department.

Join NASET Now - You can start courses immediately!

Naset pdp course list - alphabetical sort, course list in alphbetic order below   - to access category sorted course list - click here, accommodations and modifications (testing), adapting curriculum for students with special needs  - 2 hours, allergies: teachers' roles and responsibilities  - 2 hours, annual & triennial reviews - what special education teachers need to know, anxiety disorders-a basic overview, assistive technology: an overview, attention deficit hyperactivity disorder (adhd), attention deficit hyperactivity disorder - a video lecture course, auditory processing disorders - specific types, auditory processing disorder: staff development brief, autism: criteria for determining eligibility for special education, autism spectrum disorder: an overview for teachers - a video lecture course, behavior problems:  intervention strategies, bipolar disorder, calculation of age - a video lecture course, cognitive disabilities:  helping students find and keep a job, communication and meetings with parents & staff members, communication disorders  - (see learners with communication disorders), deaf-blindness: criteria for determining eligibility for special education, deafness and hearing loss, developmental and psychological disorders in special education, developmental and psychological disorders: educational implications for special education students, developmental delay: criteria for determining eligibility for special education, disabilities in special education:  an overview of exceptional children, dispute resolutions: resolution meetings, mediation and due process hearings - a video lecture course - 2 hours, down syndrome-staff development brief, due process hearings (see dispute resolutions), dyslexia (reading disability)-specific types, dyscalculia (mathematical learning disabilities)-specific types, dysgraphia (writing disability) and dysorthographia (spelling disability) specific types, early intervention and preschool assessment - a video lecture course - 2 hours, eating disorders, eligibility (see evaluation and eligibility of children with suspected disabilities), emotional disturbance, emotional disturbance: criteria for determining eligibility for special education, employment options for students with disabilities: a guide for high school educators  - 2 hours, epilepsy-staff development brief, evaluation and eligibility of children with suspected disabilities - a video lecture course, exceptionality and special education: an overview of terms and concepts - a video lecture course, extended school year services  - 2 hours, factors affecting curriculum for students with special needs, free appropriate public education (fape) - a video lecture course, gifted and talented - (see learners with special gifts and talents), grading students with disabilities, hearing impairments: criteria for determining eligibility for special education, high risk students in the classroom:  identification in the classroom, historical overview of the legal issues in special education - a video lecture course - 2 hours, identification and evaluation of children with suspected disabilities - a video lecture course - 2 hours, identification of children for special education services, iep (individualized education program) development  - 2 hours, iep (individual education program):  an overview, intellectual disabilities (see learners with intellectual disabilties), intellectual disability, intellectual disability: criteria for determining eligibility for special education, introduction to learning disabilities, introduction to students with severe disabilities, learners with attention deficit hyperactivity disorder - a video lecture course, learner with communication disorders - a video lecture course, learners with intellectual disabilities - a video lecture course, learners with learning disabilities -  a video lecture course, learners with special gifts and talents - a video lecture course, learners with traumatic brain injury - a video lecture course, learning disabilities (see learners with learning disabilities), learning disabilities: criteria for determining eligibility for special education, least restrictive environment: educational placement for children with disabilities - a video lecture course, legal issues in sped - (see historical overview of the legal issues in special education) - 2 hours, mediation (see dispute resolutions) - 2 hours, medication: an overview for professionals in special education, meetings and communication with parents & staff members, methods of assessment in special education - a video lecture course - 2 hours, multiple disabilities: criteria for determining eligibility for special education, new teacher course: meetings and communication with parents and staff members, non-verbal learning disabilities-specific types, orthopedic impairments: criteria for determining eligibility for special education, other health impairments: criteria for determining eligibility for special education, pervasive developmental disorders, postsecondary education and students with disabilities: a guide for high school educators - 2 hours, post traumatic stress disorder-staff development brief, preparing for the start of the school year as a special education teacher, recreation and leisure activities for students with disabilities  - 2 hours, related services - a video lecture course, related services:  an overview, roles and responsibilities of the special education teacher, residential placement options, resolution meetings (see dispute resolutions) - 2 hours, respite care, rett syndrome, schizophrenia, scoring terminology used in assessment - a video lecture course, self determination: a guide for high school educators, self-esteem - understanding the foundations of self-esteem and developing it in the classroom, sensory integration disorders-specific types, social and sexual issues for students with disabilities: a guide for high school educators, special education services: how children are identified, speech and language impairments, speech and language impairments - a video course (see learners with communication disorders), speech and language impairments: criteria for determining eligibility for special education, spina bifida-staff development brief, statistics used in special education - a video lecture course - 2 hours, testing accommodations and modifications, test score interpretation, tourette syndrome, transition planning: a team effort, transition of students with disabilities to postsecondary education, transition services on the iep: a guide for high school educators  - 2 hours, traumatic brain injury, traumatic brain injury - a video lecture course, traumatic brain injury: criteria for determining eligibility for special education, travel training for students with disabilities: a guide for high school educators  - 3 hours, violence and disasters: helping children and adolescents cope, visual impairments:  an overview, visual impairments: criteria for determining eligibility for special education, visual processing disorders - specific types, vocational assessment and training: a guide for high school educators, writing a comprehensive educational report  - 2 hours, i want to start taking course now - join naset, naset pdp course list - category sort, course list in category order below   - to access alphbetical sorted course list - click here, classroom management, adapting curriculum for students with special needs, behavior problems:  intervention strategies, factors affecting curriculum for students with special needs, courses for general education teachers, exceptionality and special education: an overview of terms and concepts  - a video lecture course, free appropriate public education (fape)  - a video lecture course, curriculum issues, extended school year services, disorders and disabilities in special education, anxiety disorders-a basic overview, attention deficit hyperactivity disorder (adhd), attention deficit hyperactivity disorder  - a video lecture course, auditory processing disorders - specific types, auditory processing disorder: staff development brief, autism: criteria for determining eligibility for special education, autism spectrum disorder: an overview for teachers  - a video lecture course, bipolar disorder, cognitive disabilities:  helping students find and keep a job, communication disorders, deaf-blindness: criteria for determining eligibility for special education, deafness and hearing loss, developmental and psychological disorders in special education, developmental and psychological disorders: educational implications for special education students, developmental delay: criteria for determining eligibility for special education, disabilities in special education:  an overview of exceptional children, down syndrome-staff development brief, dyslexia (reading disability)-specific types, dyscalculia (mathematical learning disabilities)-specific types, dysgraphia (writing disability) and dysorthographia (spelling disability) specific types, early intervention and preschool assessment  - a video lecture course, eating disorders, emotional disturbance, emotional disturbance: criteria for determining eligibility for special education, epilepsy-staff development brief, hearing impairments: criteria for determining eligibility for special education, intellectual disability, intellectual disability: criteria for determining eligibility for special education, introduction to learning disabilities, learner with communication disorders  - a video lecture course, learners with intellectual disabilities  - a video lecture course, learning disabilities: criteria for determining eligibility for special education, medication: an overview for professionals in special education, multiple disabilities: criteria for determining eligibility for special education, non-verbal learning disabilities-specific types, orthopedic impairments: criteria for determining eligibility for special education, other health impairments: criteria for determining eligibility for special education, pervasive developmental disorders, post traumatic stress disorder-staff development brief, rett syndrome, schizophrenia, sensory integration disorders-specific types, special education services: how children are identified, speech and language impairments, spina bifida-staff development brief, tourette syndrome, traumatic brain injury, traumatic brain injury  - a video lecture course, traumatic brain injury: criteria for determining eligibility for special education, visual impairments:  an overview, visual impairments: criteria for determining eligibility for special education, visual processing disorders - specific types, early intervention, educational evaluations/assessment in special education, calculation of age  - a video lecture course, evaluation and eligibility of children with suspected disabilities  - a video lecture course, identification and evaluation of children with suspected disabilities  - a video lecture course, identification of children for special education services, high risk students in the classroom:  identification in the classroom, methods of assessment in special education  - a video lecture course, scoring terminology used in assessment  - a video lecture course, statistics used in special education  - a video lecture course, testing accommodations and modifications, test score interpretation, writing a comprehensive educational report, assistive technology: an overview, iep (individualized education program) development, iep (individual education program):  an overview, least restrictive environment: educational placement for children with disabilities  - a video lecture course, related services  - a video lecture course, related services:  an overview, inclusion/ integrated co-teaching, allergies: teachers' roles and responsibilities, annual & triennial reviews - what special education teachers need to know, grading students with disabilities, meetings and communication with parents & staff members, legal issues for special education teachers, dispute resolutions: resolution meetings, mediation and due process hearings  - a video lecture course, due process hearings  (see dispute resolutions), historical overview of the legal issues in special education  - a video lecture course, legal issues in sped  - (see historical overview of the legal issues in special education), new teacher courses, communication and meetings with parents & staff members, preparing for the start of the school year as a special education teacher, roles and responsibilities of the special education teacher, parent issues in special education, procedural issues in special education, teacher effectiveness training, employment options for students with disabilities: a guide for high school educators, postsecondary education and students with disabilities: a guide for high school educators, recreation and leisure activities for students with disabilities, residential placement options, respite care, self determination: a guide for high school educators, social and sexual issues for students with disabilities: a guide for high school educators, transition planning: a team effort, transition of students with disabilities to postsecondary education, transition services on the iep: a guide for high school educators, travel training for students with disabilities: a guide for high school educators, vocational assessment and training: a guide for high school educators, working with children with special needs, learners with attention deficit hyperactivity disorder - a video lecture course, learners with learning disabilities  -  a video lecture course, learners with special gifts and talents  - a video lecture course, learners with traumatic brain injury  - a video lecture course, learning disabilities  (see learners with learning disabilities), adapting curriculum for students with special needs - 2 study hours.

Adapting Curriculum for Students with Special Needs -One of the most important things to keep in mind when working with students with special needs is that they can learn. In many cases, it is not the lack of understanding or knowledge that causes problems but rather the manner of presentation, response requirements, and level of presentation. Adapting curriculum for students with special needs is an essential part of being a special educator. The focus of this NASET Professional Development course will be on various strategies surrounding adaptation of curriculum for students with special needs. After taking this course you will understand the following:

• Curriculum Adaptations
• Ways to Adapt Instruction
• Checklist of Suggestions for Adapting the Curriculum
• Strategies for Adapting Tests and Quizzes
• Adapting Response Mode
• Working with the Child with a Learning Disability in the Classroom
• Working with the Child with an Emotional Disturbance in the Classroom
• Working with the Child with Intellectual Disabilities in the Classroom
• Adapting Grading Systems
• Reporting to Parents

ALLERGIES: TEACHERS' ROLES and RESPONSIBILITIES

Allergies: Teachers' Roles and Responsibilities - Teachers have a responsibility to be aware of important information on all their students that may impact their learning or safety. Specifically, many children may have allergies, many of which are life-threatening in nature. When you have a student with a life-threatening allergy in your class, there are issues that you need to understand in order to ensure the safety of that child. Not knowing your responsibilities places the child in jeopardy as well as potential professional and legal implications. Collaboration among parent(s)/guardian(s) and all school departments; including school nursing personnel, teachers, administration, guidance, food service, transportation services, custodial staff, and after school personnel, is essential for a successful school experience for students with life?threatening allergies and other serious health issues. The focus of this NASET Professional Development course will be on understanding life threatening allergies and the roles and responsibilities often seen by teachers when working with children diagnosed with them.

ANNUAL & TRIENNIAL REVIEWS- WHAT SPECIAL EDUCATION TEACHERS NEED TO KNOW

Annual & Triennial Reviews - What Special Education Teachers Need to Know - A very important role for the special education teacher is demonstrated in the annual review and triennial review process. These reviews are a legal responsibility of the district and must be provided to all classified students who reside within the school district. The Annual Review involves a yearly evaluation by the district’s IEP Committee of the student's classification and educational program. Included in these two general areas are a review of related services provided, the need to add or remove test accommodations or modifications, parents concern or requests, academic progress, transportation needs, goals and objectives and the development of a new IEP for the upcoming school year. The Triennial Review Process involves the complete reevaluation of a child classified with a disability every 3 years in order to determine whether or not the conditions upon which the original classification was determined are still evident. This course will prepare you with all the knowledge of what materials and information you will need to make a professional presentation at each of these meetings.

ANXIETY DISORDERS: A BASIC OVERVIEW

Anxiety Disorders - Anxiety Disorders affect about 40 million American adults age 18 years and older (about 18%) in a given year, causing them to be filled with fearfulness and uncertainty. Unlike the relatively mild, brief anxiety caused by a stressful event (such as speaking in public or a first date), anxiety disorders last at least 6 months and can get worse if they are not treated. Anxiety disorders commonly occur along with other mental or physical illnesses, including alcohol or substance abuse, which may mask anxiety symptoms or make them worse. In some cases, these other illnesses need to be treated before a person will respond to treatment for the anxiety disorder. This course will cover many of the different Anxiety Disorders.

Assistive Technology:  An Overview - As educators, you will need to be responsible for understanding and being aware of the numerous assistive technology (AT) options offered to children with special needs. With the increase of technology in today’s society, nowhere is the use more evident than in the classroom situation. This course will provide an overview of the different assistive technolgies and how they are used for specific disabilities.

Attention Deficit Hyperactivity Disorder - Attention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.    A child with ADHD faces a difficult but not insurmountable task ahead. In order to achieve his or her full potential, he or she should receive help, guidance, and understanding from parents, guidance counselors, and the public education system.   This course offers information on ADHD and its management, including research on medications and behavioral interventions, as well as helpful resources on educational options.

What you will learn from this one-hour course:

• Overview of Auditory Processing Disorders
• Diagnostic symptoms of APD
• Characteristics of Auditory Processing Disorders
• Common skills affected
• Auditory association processing disorder
• Auditory Blending Processing Disorder
• Auditory Closure Processing Disorder
• Auditory Discrimination Processing Disorder
• Auditory Figure Ground Processing Disorder
• Auditory Language Classification Processing Disorder
• Auditory Long Term-Memory Processing Disorder
• Auditory-to-Written Expression Processing Disorder
• Auditory Sequential Memory Processing Disorder
• Auditory Short-Term Memory Processing Disorder
• Auditory Visual Integration Processing Disorder
• Auditory Verbal Reproduction Processing Disorder

AUDITORY PROCESSING DISORDER - STAFF DEVELOPMENT BRIEF

Auditory Processing Disorder - Staff Development Brief - Auditory processing is a term used to describe what happens when your brain recognizes and interprets the sounds around you. Humans hear when energy that we recognize as sound travels through the ear and is changed into electrical information that can be interpreted by the brain. The "disorder" part of auditory processing disorder means that something is adversely affecting the processing or interpretation of the information. This Staff Development Brief will provide you with a good overview of auditory processing disorder.

Autism - Autism and Pervasive Developmental Disorder (PDD) are developmental disabilities that share many of the same characteristics. Usually evident by age three, autism and PDD are neurological disorders that affect a child’s ability to communicate, understand language, play, and relate to others.  Early diagnosis and appropriate educational programs are very important to children with autism or PDD.  This course will provide the reader with a basic overview of autism and PDD and important educational considerations to consider.

Autism: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of autism.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

AUTISM SPECTRUM DISORDER: AN OVERVIEW FOR TEACHERS - A VIDEO LECTURE COURSE - Video Lecture Course

Autism Spectrum Disorder: An Overview for Teachers * Video Lecture Course - Under the federal law, IDEA, autism (or autism spectrum disorder; ASD) means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The signs of ASD are usually evident in early childhood. Though it is still considered a lifelong diagnosis, with appropriate early intervention, individuals with ASD can lead productive, inclusive, and fulfilling lives. For most parents and professionals, ASD can be a very puzzling and complex disorder. This video lecture course focuses on students with autism spectrum disorders.

Topics covered include:

• Definition of ASD,
• Prevalence of ASD
• Possible causes of ASD
• Educational programming for students with ASD
• Characteristics of students with ASD
• Asperger Syndrome
• Teaching students with ASD

This is a course that contains two video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

BEHAVIOR PROBLEMS: INTERVENTION STRATEGIES

Behavior Problems:  Intervention Strategies - We hear more and more today about the chronic behavior problems of students in our schools. Some of these students have disabilities, some do not. Each needs and deserves help in learning how to behave both in school and outside of school. This course is meant to help schools answer the question, "What does the research tell us?" about promising interventions for students with a history of behavior problems. It's important to know that there is a tremendous body of research available on this subject, covering a wide variety of students, situations, and settings. It is a short overview that you can use and adapt to help your students and develop your own programs. It is helpful to read the original research (such as the articles mentioned here) to learn the details of what works and why.

Bipolar Disorder - Bipolar disorder, also known as manic-depressive illness, is a brain disorder that causes unusual shifts in a person's mood, energy, and ability to function. Different from the normal ups and downs that everyone goes through, the symptoms of bipolar disorder are severe. They can result in damaged relationships, poor job or school performance, and even suicide. But there is good news: bipolar disorder can be treated, and people with this illness can lead full and productive lives. This course will provide an excellent overview of this crucial topic.

CALCULATION OF AGE - A VIDEO LECTURE COURSE

Calculation of Age * A Video Lecture Course * -  Any time you test a child, perhaps the most important piece of information you must obtain is the child’s age at the time of testing (known as Chronological Age). Miscalculating a child’s chronological age will result in faulty interpretations and scores. Therefore, it is necessary to take your time and be sure of a child’s chronological age when determining how old he or she is at the time of testing. The focus of the NASET professional development video course will be on understanding how to calculate a child’s age at the time of testing. After taking this course, you should understand the following:

• Chronological Age
• Why Not Just Ask Children Their Ages?
• Years-Months-Days
• Right to Left Subtraction Rule
• Rounding Up Ages
• Calculation of Age

COGNITIVE DISABILITIES: HELPING STUDENTS FIND AND KEEP A JOB

Cognitive Disabilities:  Helping Students Find and Keep a Job - This course is written for those involved in helping students with cognitive disabilities such as intellectual disability or autism find and keep a job. This includes parents, family members, teachers, transition specialists, job development specialists, employers, and others. It focuses on the processes involved in finding and keeping employment.

Deaf-Blindness: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of deaf-blindness.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Deafness and Hearing Loss - Hearing loss and deafness affect individuals of all ages and may occur at any time from infancy through old age. Hearing impairment and deafness affect approximately 28 million Americans. Of these 28 million, approximately 11 million have significant irreversible hearing loss, and one million are deaf. Only 5% of people with hearing loss are under the age of 17 (Deaf World Web, 2000).  The U.S. Department of Education (2004) reports that, during the 2003–2004 school year, 71,118 students aged 6 to 21 (or 1.2 % of all students with disabilities) received special education services under the category of “hearing impairment.” However, the number of children with hearing loss and deafness is undoubtedly higher, since many of these students may have other disabilities as well and may be served under other categories.  This course is designed to present a basic overview of deafness and hearing loss.

Depression - A depressive disorder is an illness that involves the body, mood, and thoughts. It affects the way a person eats and sleeps, the way one feels about oneself, and the way one thinks about things. A depressive disorder is not the same as a passing blue mood. It is not a sign of personal weakness or a condition that can be willed or wished away. People with a depressive illness cannot merely "pull themselves together" and get better. Without treatment, symptoms can last for weeks, months, or years. Appropriate treatment, however, can help most people who suffer from depression. This course will provide you with an excellent overview of this topic.

Developmental and Psychological Disorders in Special Education - In the course of their experience, special educators will encounter a wide variety of developmental and psychological disorders. Many may be caused by intellectual, social, emotional, academic, environmental or medical factors. It is important that you have a basic understanding of the more common ones that may be presented by certain students.  Your knowledge of these conditions can assist parents, doctors, other students in the class as well as the student him/herself.  Understanding the nature of certain disorders can enhance your total understanding of the child and the factors that play a role in the child's educational development. This course will provide a general overview of this topic.

Developmental and Psychological Disorders: Educational Implications for Special Education Students - As special educators you will be working with a wide variety of students with developmental and psychological disorders. One of the main concerns from teachers in special education involves the educational implications for children with these disorders. This course was developed to discuss and provide information on educational implications and what can be done for students with psychological and developmental disorders. 

This course will provide you with the criteria and process used in the determination of special education eligibility for children with a developmental delay.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

DISABILTIES IN SPECIAL EDUCATION: AN OVERVIEW OF STUDENTS WITH DISABILITIES IN SPECIAL EDUCATION

Disabilities in Special Education:  An Overview of Students in Special Education -When working with children with special needs it is extremely important that you have a foundation of knowledge about these students and the field of special education. Our experience has shown us that having a foundation of knowledge in this area will make it more comfortable and reassuring as you work with this population. The purpose of  Overview of Students with Disabilities in Special Education course is to provide you with a working knowledge of the varying student disabilities in special education.

DISPUTE RESOLUTIONS: RESOLUTION MEETINGS, MEDIATION AND DUE PROCESS HEARINGS

Dispute Resolutions: Resolution Meetings, Mediation and Due Process Hearings * Video Lecture Course * - What happens if parents disagree with a school district over their child’s identification, evaluation and/or placement? What happens if the two parties cannot agree on what is “appropriate” for the child? When this occurs, parents can initiate a due process hearing. There, an impartial, trained hearing officer hears the evidence and issues a hearing decision. During a due process hearing, each party has the opportunity to present their views in a formal legal setting, using witnesses, testimony, documents, and legal arguments that each believes is important for the hearing officer to consider in order to decide the issues in the hearing. But there are many steps involved before a matter ever goes to due process. This NASET Professional Development course will focus on dispute resolutions in special education. After taking this course, you should understand the following:

• Overview of Dispute Resolutions
• Resolution Process
• Resolution Meetings
• Steps Involved in Mediation
• Confidentiality and Mediation
• Due Process Hearings
• “Impartial” and its Meaning
• Parent Rights in Due Process Hearings
• Decisions Made by Hearing Officers

Down Syndrome-Staff Development Brief - Down syndrome is the most common and readily identifiable chromosomal condition associated with intellectual disability. It is caused by a chromosomal abnormality: for some unexplained reason, an accident in cell development results in 47 instead of the usual 46 chromosomes. This course will present a basic overview of Down Syndrome.

• Overview of Dyslexia
• Diagnostic Symptoms
• Complications
• Further Key Points
• Auditory Linguistic Dyslexia
• Direct Dyslexia
• Dyseidetic Dyslexia (Visual Dyslexia, Dyseidesia or Surface Dyslexia)
• Dysnemkinesia Dyslexia
• Dysphoneidetic Dyslexia (Mixed Dyseidetic and Dysphonetic Dyslexia)
• Dysphonetic Dyslexia (Dysphonesia or Auditory Dyslexia)
• Neglect Dyslexia
• Phonological Dyslexia

Dyscalculia (Mathematical Learning Disabilities)-Specific Types - What you will learn from this one-hour course course:

• Overview of Dyscalculia (math disability)
• Diagnostic symptoms
• Abstract Concepts Dyscalculia
• Attention-to-Sequence Dyscalculia
• Basic Number Fact Dyscalculia
• Developmental Anarithmetria (Incorrect Operation Dyscalculia)
• Estimation Dyscalculia
• Language Dyscalculia
• Measurement Dyscalculia
• Monetary Dyscalculia
• Navigation Dyscalculia
• Number-Word Translation Dyscalculia
• Spatial Dyscalculia
• Temporal Dyscalculia
• Overview of Dysgraphia (writing disability)
• Definition of Dysgraphia
• Dyslexic Dysgraphia
• Motor Dysgraphia
• Spatial Dysgraphia
• Dysorthographia (spelling disability)
• Definition of dysorthographia
• Further key points

EARLY INTERVENTION AND PRESCHOOL ASSESSMENT

Early Intervention and Preschool Assessment * Video Lecture Course * - In 1986, Congress created a nationwide incentive for states to implement coordinated systems of early intervention services for infants and toddlers with disabilities and their families by enacting P.L. 99-457. This is currently known as Part C of IDEIA. Part C of the Individuals with Disabilities Education Improvement Act provides financial assistance to states for the purpose of providing services to infants and toddlers (age birth through two) with disabilities. The purpose of these services is to enhance the development of infants and toddlers with disabilities and to minimize their potential for developmental delay. Referral to early intervention services can be based on objective criteria, screening tests, or clinical suspicion. Under IDEIA (Part C), individual states retain the right to determine eligibility criteria for early intervention services, and some require referral within a certain time period. This NASET professional development video course focuses on the importance of early intervention, as well as discussing some of the key issues in preschool assessment. After taking this course, you should understand the following:

• Overview and purpose of early intervention
• Part C of the Individuals with Disabilities Education Improvement Act
• Eligibility criteria for early intervention services
• Evaluation of infants and toddlers for early intervention services
• Individualized Family Service Plan (IFSP)
• Purpose of the initial IFSP process
• Notice required to families for an IFSP meeting
• Timeline corresponding with an IFSP
• Contents of an IFSP
• Early intervention services available to infants and toddlers
• IFSP Reviews
• Transition from early intervention to preschool settings
• Overview of preschool assessment
• The challenge of preschool assessment
• Working with families

This is a course that contains four video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Eating Disorders - Eating is controlled by many factors, including appetite, food availability, family, peer, and cultural practices, and attempts at voluntary control. Dieting to a body weight leaner than needed for health is highly promoted by current fashion trends, sales campaigns for special foods, and in some activities and professions. Eating disorders involve serious disturbances in eating behavior, such as extreme and unhealthy reduction of food intake or severe overeating, as well as feelings of distress or extreme concern about body shape or weight. This course will provide the educator with an excellent overview of this very important topic.

Emotional Distrurbance - Many terms are used to describe emotional, behavioral or mental disorders. Currently, students with such disorders are categorized as having an emotional disturbance. This course will present a basic overview of students with emotional disturbance.

Emotional Disturbance: Criteria for Determining Eligibility for Special Education  - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of emotional disturbance.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Employment Options for Students with Disabilities: A Guide for High School Educators - NASET offers a Professional Development Course on vocational assessment titled, Vocational Assessment and Training: A Guide for High School Educators . If you have not yet taken that course, it might be in your best interest to do so before taking this one, as it will lay the foundation for the principles to be discussed.

Once a vocational assessment process is complete, a student with a disability should be presented with a variety of training and work options, depending upon the results of the evaluation. Many options and directions are available.

This NASET Professional Development Course provides an overview of employment options and procedures necessary for the preparation of a student with disabilities to adult life. After reading this section, you should understand the following:

• Internships and Apprenticeships
• Adult education
• Trade and Technical Schools
• Competitive Employment
• Supported Employment
• How Do Parents Know If Their Children Need Supported Employment?
• Sheltered Workshops
• Other Avenues to Employment
• Volunteering
• International Exchange Programs
• The Military
• Starting and Maintaining a Business
• Job Search Methods
• Developing a Resume
• Job Application Forms
• Ways of Finding a Job
• Applying and Interviewing for Jobs

Epilepsy-Staff Development Brief - According to the Epilepsy Foundation of America, epilepsy is a physical condition that occurs when there is a sudden, brief change in how the brain works. When brain cells are not working properly, a person's consciousness, movement, or actions may be altered for a short time. These physical changes are called epileptic seizures. Epilepsy is therefore sometimes called a seizure disorder. Epilepsy affects people in all nations and of all races. This course will present a basic overview of students with epilepsy.

EVALUATION AND ELIGIBILITY OF CHILDREN WITH SUSPECTED DISABILITIES * A Video Lecture Course *

Evaluation and Eligibility of Children with Suspected Disabilities - A Video Lecture Course - The process of a child moving from general education to special education has many steps. The federal law, the Individuals with Disabilities Education Act (IDEA), sets forth very specific steps and procedures to ensure that children with suspected disabilities are evaluated for special education and determined eligible for services in a step-by-step manner. Each step along the way often has many parts, and it is imperative as a teacher that you understand the nature of the special education process involving evaluation and eligibility. This NASET professional development course will focus on the identification, evaluation and eligibility of children with suspected disabilities. After watching this video lecture, you should understand the following:

• Indicators of Children Who May Have a Suspected Disability and Need an Evaluation
• How Students Are Identified For An Evaluation For A Suspected Disability
• Child Study Teams (CST)
• Parental Consent
• Consent v. Agreement
• Evaluation Standard
• Multidisciplinary Teams
• Discriminatory Evaluations
• Validity and Reliability
• Standardization
• Comprehensive Evaluations
• Testing and Report Writing in Native Language
• Eligibility
• Eligibility Committees
• Annual and Triennial Reviews

This course contains four video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

EXCEPTIONALITY AND SPECIAL EDUCATION: AN OVERVIEW OF TERMS AND CONCEPTS * A Video Lecture Course *

Exceptionality and Special Education: An Overview of Terms and Concepts - A Video Lecture Course - Special education is instruction that is specially designed to meet the unique needs of children who have disabilities. Special education and related services are provided in public schools at no cost to the parents and can include special instruction in the classroom, at home, in hospitals or institutions, or in other settings. This definition of special education comes from IDEA, the Individuals with Disabilities Education Act. This law gives eligible children with disabilities the right to receive special services and assistance in school. Almost 7 million children ages 3 through 21 receive special education and related services each year in the United States. This lecture focuses on an overview of terms and concepts of importance in special education.

• definition of special education
• exceptionality
• disability classifications
• gender issues in special education
• internalizing and externalizing behaviors
• using correct language
• accommodations and modifications
• expectations for special educators
• universal design for learning
• the difference between a disability and a handicap

This course contains two video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Extended School Year Services - Congress enacted the Education of All Handicapped Children’s Act in 1975 to ensure that all children with disabilities receive FAPE. In 1991, with the passage of the Individuals with Disabilities Education Act (IDEA), Congress reiterated that central standard. Inherent in the provision of FAPE is the principle that education must be individualized to meet the unique needs of each child. Because each child’s education is determined by an IEP team, specific criteria for the determination of the need for ESY were not prescribed by IDEA.

As the school year ends, parents may want to know if their children are entitled to Extended School Year Services (ESY). These services are provided to children with special needs that the school feels may lose his/her knowledge of what they learned over the summer months unless they are given added services during this time. The need for ESY services must be determined on an individual basis by the CSE.

Some students with disabilities have difficulty retaining skills during long school holidays and/or summer. If a student requires a significant amount of time to recoup mastered skills, then the IEP committee should discuss whether the student needs extended educational and/or related services during school breaks.

The determination of whether a child will receive ESY services will be made by the IEP committee; and the individualized education program (IEP) developed for ESY must include goals and objectives.

This program of services is paid for by the district and is of no cost to parents. Because of the nature of such services, all cases are determined on an individual basis, since these services will not be required by all students with disabilities. Such services are given only when the child meets certain criteria outlined by law and district policy.

Any decision regarding needed ESY programming must consider the child's history of significant regression and limited recoupment capability.  In other words, the IEP Team must look backward and forward when considering the need for ESY programming.

In addition to significant regression (the significant loss of knowledge) and/or limited recoupment (the ability to gain back what is lost), courts have set forth other ESY criteria to be applied by a Team, as follows:

• the degree of the child's impairment
• the parents' ability to provide structure at home
• the child's rate of progress
• the child's specific behavior and/or physical problems
• the availability of alternative resources
• the child's ability to interact with non-disabled children
• the specific curricular areas in which the child needs continuing attention
• the vocational and transition needs of the child
• whether the service requested is "extraordinary" rather than usual in consideration of the child's condition.

Only when all factors are considered together by the child's Team can a determination be made as to how much service will be offered.

When there is no previous record of a child's substantial regression after a significant break in service, a Team should still consider the need for an ESY program if the following circumstances are present:

• there is lack of progress in meeting short-term objectives over two marking periods, resulting in little or no progress made over the school year
• there are significant regression/recoupment problems over short-term vacation periods or other breaks in the school year, and /or
• the unique nature of any specially designed instruction or related services due to the disability of the student requires such extended school year programming.

Since proposed ESY programming must take into account the probability of substantial regression, school districts should ensure that special education service providers maintain quantitative and qualitative data regarding the child, including anecdotal records on the rates of both learning and relearning, as well as a child's attainment of IEP goals and objectives.

The focus of this NASET Professional Development Course will be on extended school year services. After taking this course, you should understand the following:

• Definition of Extended School Year Services
• What are NOT ESY Services
• Eligibility for Extended School Year Programs and Services
• Obligation to Provide Extended School Year Programs
• Deciding if a Student Needs Extended School Year Services
• IEPs and ESY
• Programs and Services with ESY
• Length of Time for ESY
• Recreational Programs and ESY
• Specialized Instruction and ESY
• Transition Services and ESY
• Paraprofessionals and ESY
• Concluding Thoughts

Factors Affecting Curriculum for Students with Special Needs - As a general education teacher working with students with special needs you will be heavily involved in teaching curriculum. It is therefore important that you understand the many factors that may sometimes interfere in the ability of these students to perform up to their ability while in school. Children are faced with many pressures everyday and as a result these pressures may play a role in their ability to fully concentrate in school. What you notice as a general education teacher may only be symptoms of these pressures i.e. procrastination, avoidance, resistance, lack of completion of a task, lack of attention etc. However, the real reasons behind these behaviors should be known by you so that you can, along with the special education teacher, make accommodations or adaptations to the curriculum to help these students succeed. This course is geared to informing you of the 8 factors that contribute to problems in curriculum performance by students with special needs.

FREE APPROPRIATE PUBLIC EDUCATION (FAPE) * A Video Lecture Course *

Free Appropriate Public Education (FAPE) - A Video Lecture Course - Prior to the passage of P.L. 94-142, many students with disabilities were excluded from school entirely, and many others were offered an education that was not appropriate to their needs. ? When P.L. 94-142 was enacted in 1975, it required that States submit plans that assured all students with disabilities the right to a free appropriate public education (FAPE). Today, IDEIA requires that all States demonstrate that they have in effect “a policy that assures all children with disabilities the right to a free appropriate public education.” But what really is a FAPE? What’s mandated in order to provide FAPE to all children receiving special education? The focus of this NASET video course will be to discuss in detail a free appropriate public education.

• Introduction to FAPE
• Definition of FAPE
• “Free”--Education Be At No Cost To The Parent
• Hendrick Hudson District Board of Education v. Rowley
• Educational Benefit
• Cadillac v. Chevrolet argument
• Best v. Appropriate
• Defining An “Appropriate” Education
• Graduation and FAPE

This course contains three video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Grading Students with Disabilities - Grading is best understood as a shorthand method of communicating complicated information about student learning and progress. A grade, such as a grade on a report card, is a summary of a teacher’s judgment of the adequacy of a student’s achievement at a particular point in time. Report card grades should reflect a student’s achievement relative to the curriculum standards he or she is working toward. When parents, teachers, or schools raise issues of grading fairness and equity, it is often the result of confusion regarding the purposes for grades, and whether a “one-size-fits-all “grading system can work for learners with special needs, including those with learning disabilities. For a grading system to be fair and equitable, it must have as its philosophical basis a belief that fairness is defined as maintaining equity and meeting individual needs – not necessarily as “equality,” which is treating all students exactly the same (Great Schools, 2015). Grading students with disabilities poses additional dilemmas. Grading systems used in general education classes are usually ill-equipped for individualization to meet the needs of a particular student, and research has documented that special education students in general education classes are at risk of receiving low or failing grades. General and special educators often fail to collaborate effectively to coordinate the general grading system with the accommodations and modifications required under a student's Individualized Education Program (IEP). Even when a classroom teacher wants to individualize a grading system for a student with a disability, the teacher often lacks knowledge of how to do it. Thus, many students with disabilities receive inaccurate and unfair grades that provide little meaningful information about their achievement. The focus of this NASET professional development course will be on issues pertaining to grading students with disabilities and recommendations for teachers.

Hearing Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of hearing impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

HIGH RISK STUDENTS IN THE CLASSROOM: IDENTIFICATION IN THE CLASSROOM

High Risk Students in the Classroom:  Identification in the Classroom - One of the most important tools that an educator can possess is the understanding of symptoms exhibited by students that may indicate a high risk situation. While you may be involved with children with disabilities, you can often not help but see, hear about, or uncover a child that is struggling in school and whose problems may be going unnoticed.  Whether these high risk students have potential educational disabilities or other issues that may require intervention, the faster the child is identified the better chance he/she has in avoiding serious and long lasting problems. Therefore it is imperative that special educators have a pulse on the “red flag” symptoms that high risk children exhibit. This course will provide an overview of the process for identification of High Risk Students.

HISTORICAL OVERVIEW OF THE LEGAL ISSUES IN SPECIAL EDUCATION

Historical Overview of the Legal Issues in Special Education - Generally, over the years, special education has been restructured and transformed by legislation. Today, we have a federal special education law, the Individuals with Disabilities Education Act (IDEA). IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. An “appropriate” education differs for each child with a disability because it is based on his or her individual needs. IDEA specifies in some detail how school systems and parents are to plan the education that each child receives so that it is appropriate—meaning, responsive to the child’s needs. The plan that parents and school staff develop is documented in writing through the individualized education program (IEP), which the school is then responsible for carrying out.  IDEA has been revised many times since 1975 and it remains the cornerstone of special education. But how did we get to this law? The path was not an easy one. This lecture takes teachers through the history of special education and how state and federal laws were enacted.

• Brown v. Board of Education of Topeka, Kansas
• 14th Amendment of the US Constitution
• 1960s—What happened during that time regarding special education?
• Parc v. Commonwealth of PA
• Mills vs. Board of Education of D.C.
• Section 504 of the Vocational Rehabilitation Act
• P.L. 94-142
• Six key provisions of P.L. 94-142
• Key points about P.L. 99-457
• Definition of Reauthorization
• Today under IDEIA—What do we know?

This course contains five video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

IDENTIFICATION AND EVALUATION OF CHILDREN WITH SUSPECTED DISABILITIES

Identification and Evaluation of Children with Suspected Disabilities * Video Lecture Course * - The identification and evaluation of a child with a suspected disability is a critical step in the special education process.Under IDEIA 2004, each local education agency (LEA) must establish procedures by which children in need of special education and related services are identified. These are known as “Child Find” efforts. States are left to develop their own identification procedures, but IDEIA requires an active effort to identify children in need of special education services. Evaluation procedures determine “whether the child has a disability and the nature and extent of the special education and related services that the child needs.” The evaluation of a child for a suspected disability must be individualized, meaning that the procedures and methods of evaluation must address a student’s unique needs, rather than be a general assessment that can be used interchangeably with all students. The focus of this NASET video professional development course will address the step-by-step process in the identification and evaluation of a child with a suspected disability. After taking this course, you should understand the following:

• Overview of the evaluation of a child with a suspected disability
• Evaluation Standards Under IDEA
• Multidisciplinary teams (MDT)
• Reliability
• Components of a Comprehensive Evaluation
• Eligibility Meetings
• Parent Refusal to Consent

Identification of Children for Special Education Services - In order to survive as a general education teacher working with children with special needs, it is important to become very familiar with the process by which children are identified as having a disability. This process is called the special education process and involves a number of steps that must follow federal, state, and district guidelines. These guidelines have been created to protect the rights of students, parents and school districts and as a result you must be knowledgeable to assist parents and students through this involved process. Working together within these guidelines ensures a comprehensive assessment of a student and the proper special education services and modifications if required. When a student is having difficulty in school, there are many attempts made by the professional staff to resolve the problem. When these interventions do not work, a more extensive look at the student is required.

After taking this course you will:

• Know the purpose of the special education process
• Know about identifying high risk children
• Know how referral are made for a suspected disability
• Know the sources of referrals to the Child Study Team
• Know about Child Study Teams
• Know the membership of the Child Study Team
• Know the options of the Child Study Team
• Know about Pre-Referral Strategy Plans

IEP (INDIVIDUALIZED EDUCATION PROGRAM) DEVELOPMENT * A Video Lecture Course *

IEP (Individualized Education Program) Development - The centerpiece of IDEIA is the requirement that each student receiving special education and related services has an individualized education program (IEP). The contents of the IEP are designed to provide a road map for the child's educational programming during the course of the coming year. The IEP is the primary mechanism for ensuring that students receive an appropriate education. An IEP summarizes all the information gathered concerning the student, sets the expectations of what the student will learn over the next year and describes the special education and related services the student will receive. The development of an IEP is a collaborative effort between the LEA and parents to ensure that a student's special education program will be appropriate and meet his or her individual unique needs. IDEIA spells out very clearly the required components of an IEP. This NASET Professional Development course will address the required components of an IEP under IDEIA. Topics covered include:

• The child's present levels of educational performance
• A statement of measurable annual goals
• A description of how the child's progress toward meeting the annual goals will be measured
• A statement of the special education placement, related services, and assistive technology services to be provided.
• An explanation of the extent, if any, to which the child will not participate with children without disabilities
• A statement of any accommodations or modifications in the administration of state or district-wide assessments of student achievement
• The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.
• Transfer Rights at the Age of Majority

Finally, the course will conclude with a discussion of early intervention and the development of IFSPs.

This course contains six video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

IEP (INDIVIDUAL EDUCATION PROGRAM): AN OVERVIEW

IEP (Individual Education Program):  An Overview - As general education teachers involved with students with special needs you have been given a very important responsibility in the education of these children. Our experience has shown that the resistance to working with children with disabilities usually develops from a lack of understanding, education, and skill knowledge on the part of the teachers. Once general education teachers are provided these skills and knowledge they can offer a tremendous amount to students with special needs in an inclusion setting, a mainstream setting for a child in a special education class, or in collaboration with the resource room teacher who the child sees every day from your class. The purpose of this course is to familiarize you with the Individual Education Plan (IEP) written for every child with special needs. While you may never be asked to write an IEP, you will provide certain information that will be included into the final version. In order to make this a very practical course we will assume nothing and explain everything that we feel you will need to know to have a working knowledge of this area of special education.

Intellectual Disability- Intellectual Disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with Intellectual Disability may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn. This course will present a basic overview of students with Intellectual Disability.

Introduction to Learning Disabilities - Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Almost 3 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, over half of all children who receive special education have a learning disability. This course will provide you with a basic understanding of learning disabilities.  The content includes a general overview on learning disabilities pertaining to the IDEA definition , prevalence, causes, signs and characteristics, types, detection, and treatment.

Introduction to Students with Severe Disabilities - This course will cover information that will introduce you to the population of students with severe disabilities. However, to understand who is included in this population we must first clarify several concepts, definitions, and foundational issues.

At the end of this course you should:

• Understand the legal rights of persons with severe/profound disabilities.
• Have knowledge of the physical, cognitive, and learning characteristics of persons with severe/profound disabilities
• Understand the difference between high and low incidence disabilities
• Understand students classified with a 504 Accommodation Plan
• Understand students not classified under special education who have special educational needs.
• Understand the causes of severe disabilities
• Understand the characteristics of students with severe disabilities
• Understand what teachers can do when working with students with severe disabilities

The next several sections will deal with foundational principles and information that you will need to know to fully understand the population of students with severe disabilities and the related items that are required in dealing with this population.

Intellectual Disability: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of Intellectual Disability.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) - A Video Lecture Course

Learners with Attention Deficit Hyperactivity Disorder * Video Lecture Course * - ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. It is disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Scientists are studying cause(s) and risk factors in an effort to find better ways to manage and reduce the chances of a person having ADHD. The cause(s) and risk factors for ADHD are unknown. This NASET professional development is a video lecture course focusing on teaching students with ADHD.  Topics covered include:

• Definition of ADHD
• Types of ADHD
• Inattention
• Hyperactivity
• Impulsivity
• Diagnosis of ADHD
• Problems associated with ADHD
• Treatment recommendations
• Medications
• Behavioral therapy
• Educational interventions

LEARNERS WITH LEARNERS WITH COMMUNICATION DISORDER

Learners with Communication Disorders * Video Lecture Course * - The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows: “Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” There are many kinds of speech and language disorders that can affect children. The characteristics of speech or language impairments will vary depending upon the type of impairment involved. There may also be a combination of several problems. Communication skills are at the heart of the education experience. Eligible students with speech or language impairments will often receive special education and related services. The types of supports and services provided can vary a great deal from student to student, just as speech-language impairments do. Special education and related services are planned and delivered based on each student’s individualized educational and developmental needs. This lecture focuses on students with communication disorders (speech and language impairments).

• Definition of a speech and language impairment,
• Differences between speech versus language
• Types of speech disorders
• Characteristics of speech disorders
• Language disorders
• Characteristics of language disorders
• Causes of communication disorders
• Teaching strategies for students with communication disorders

LEARNERS WITH INTELLECTUAL DISABILITIES - A Video Lecture Course

Learners with Intellectual Disabilities * Video Lecture Course - This NASET professional development course will provide an overview of learners with intellectual disabilities. After taking this course, you should understand the following:

Definition of intellectual disabilities Prevalence of intellectual disabilities Levels and Intensities of Support Degrees of intellectual disabilities Causes of intellectual disabilities Characteristics of children with intellectual disabilities Classroom management strategies for children with intellectual disabilities

LEARNERS WITH LEARNING DISABILITIES - A Video Lecture Course

Learners with Learning Disabilities - A Video Lecture Course - Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Learning disabilities (LD) vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. As many as 1 out of every 5 people in the United States has a learning disability. Almost 1 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, more than one-third of all children who receive special education have a learning disability. This NASET professional development course focuses on teaching students with learning disabilities.  Topics covered include:

• Definition of learning disabilities
• Processing disorders
• Visual processing disorders
• Auditory processing disorders
• Processing speed
• Types of learning disabilities
• Discrepancy formulas
• Causes of learning disabilities
• Characteristics of children with learning disabilities
• Teaching strategies for children with learning disabilities

LEARNERS WITH SPECIAL GIFTS and TALENTS - A Video Lecture Course

Learners with Special Gifts and Talents - A Video Lecture Course - According to the National Association for Gifted Children, “children are gifted when their ability is significantly above the norm for their age. Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science…It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.” There is no standard global definition of what constitutes a gifted student. Multiple definitions of giftedness are used by different groups. Most of these definitions select the students who are the most skilled or talented in a given area, e.g., the students with the most skill or talent in music, language, logical reasoning, or mathematics. Being gifted and talented does not fall into one of the 13 classifications of special education, however, these children are still considered “exceptional children”. The focus of this NASET professional development course will be on learners with special gifts and talents.

• Definition of gifted and talented
• Bright versus gifted students
• Key points on giftedness
• Teaching strategies for gifted students

LEARNERS WITH TRAUMATIC BRAIN INJURY - A Video Lecture Course

Learners with Traumatic Brain Injury - A Video Lecture Course -

Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA), defines traumatic brain injury “as an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.” A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. This injury can change how the person acts, moves, and thinks. A traumatic brain injury can also change how a student learns and acts in school. The signs of brain injury can be very different depending on where the brain is injured and how severely. Although TBI is very common, many medical and education professionals may not realize that some difficulties can be caused by a childhood brain injury. Often, students with TBI are thought to have a learning disability, emotional disturbance, or an intellectual disability. As a result, they don’t receive the type of educational help and support they really need. This NASET professional development course will provide teachers with an overview of TBI.

• Educational Definition of Traumatic Brain Injury
• Types of TBI—Open Head Injury
• Types of TBI—Closed Head Injuries
• Causes of TBI
• Deficits Resulting from TBI
• Educational Concerns for Students with TBI
• Classroom Management Strategies

This course contains a video lecture, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Learning Disabilities: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of specific learning disabilities.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

LEAST RESTRICTIVE ENVIRONMENT: EDUCATIONAL PLACEMENT FOR CHILDREN WITH DISABILITIES

Least Restrictive Environment: Educational Placement for Children with Disabilities - Placement decisions for students with disabilities are to be based on an existing IEP, and therefore must be made after the development of the IEP. IDEIA contains several requirements governing the location of the educational placement. Perhaps most important, IDEIA requires that children with disabilities must be educated with those without disabilities to the maximum extent appropriate. This requirement applies to nonacademic activities and extracurricular activities, for example, lunch and recess, as well as academic activities. The requirement that “children with disabilities must be educated with those without disabilities to the maximum extent appropriate” is referred to as the Least Restrictive Environment or the LRE. The least restrictive environment is composed of various continuums of placements that range from least restrictive to most restrictive. This NASET Professional Development course will focus on the least restrictive environment (LRE). After taking this course, you should understand the following:

• Overview of LRE
• Inclusion Classrooms
• Resource Rooms
• Special Education Classroom (Self-Contained Classrooms)
• Residential Facilities
• Hospital and Homebound Instruction
• Determining Placement of a Student
• Annual Reviews
• Changing Educational Placements
• Extended School Year Services

Medication: An Overview for Professionals in Special Education - It is important for you to be well informed about medications. You should always be aware that you are to never give advice in any form concerning medications and any questions asked of you about medications should be referred to the child’s doctor. You should know what medications your students take and the dosage, and learn everything you can about them. Almost any substance that can change behavior can cause harm if used in the wrong amount or frequency of dosing, or in a bad combination. Drugs differ in the speed, duration of action, and in their margin for error. As a teacher, you may be the first person to recognize these problematic symptoms or side effects. This course is designed to help special education teachers understand how and why medications can be used as part of the treatment of mental health problems and how they may effect the student in your classroom.

METHODS OF ASSESSMENT IN SPECIAL EDUCATION

Methods of Assessment in Special Education * Video Lecture Course * - Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment is primarily a problem-solving process. There are many different types of assessment methods used in the assessment process. Special educators need to be very aware of the various methods of assessment used in special education, along with their specific advantages and disadvantages. This NASET video professional development course will provide you with the most common types of assessment methods. After taking this course, you should understand the following:

• Definition of assessment
• Observations
• Types of observations
• Observational techniques
• Advantages and disadvantages of observations
• Types of interviews
• Advantages and disadvantages of interviews
• Portfolio assessments
• Types of portfolio assessments
• Norm-referenced tests
• Criterion-references tests

This is a course that contains five video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Multiple Disabilities: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of multiple disabilities.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

NEW TEACHER COURSE: MEETINGS AND COMMUNICATION WITH PARENTS AND STAFF MEMBERS

New Teacher Course: Meetings and Communication with Parents and Staff Members - Research suggests that many of the fears that parents have regarding their children starting the school year may be alleviated by a meeting before the start of school. This would allow you, as a teacher, to get to know the parents on a more personal level, allow them to meet you on a more comfortable basis, give you an opportunity to discuss any fears or concerns, give you an opportunity to find out their child’s interests and strengths, and break down barriers that come with fear of starting school.

If you can begin this process a week before school, then consider sending home a letter to parents introducing yourself and inviting them in to the room or to just come in and get to know each other. However, you will want to make sure that your classroom is set up so that each parent gets a good feeling of organization and comfort. Keep this meeting very informal.

Non-Verbal Learning Disabilities-Specific Types - What you will learn from this one-hour course:

• Overview of Nonverbal Learning Disabilities
• Definition of Nonverbal Learning Disabilities
• Description of Nonverbal Learning Disabilities
• Who is affected by Nonverbal Learning Disabilities
• Motoric Nonverbal Learning Disability
• Social Nonverbal Learning Disability
• Visual-Spatial-Organizational Nonverbal Learning Disability

Orthopedic Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of orthopedic impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Other Health Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of other health impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Pervasive Developmental Disorders -  As a result of the 5th edition of the Diagnostic and Statistical Manual (DSM-5) being published, the term Pervasive Developmental Disorder is no longer used in the nomenclature. However, since people still refer to it, we are presenting a history of PDD in this course. The term Pervasive Developmental Disorders was first used in the 1980s to describe a class of disorders. This class of disorders has in common the following characteristics: impairments in social interaction, imaginative activity, verbal and nonverbal communication skills, and a limited number of interests and activities that tend to be repetitive. Over the past few years, PDD has become a subject of increased attention among parents, professionals, and policymakers across the country. This course is designed to answer some of the most commonly asked questions regarding PDD and to provide concerned individuals with other resources for information and support.

Postsecondary Education And Students With Disabilities: A Guide For High School Educators- Several years ago, students with disabilities had limited choices when it came to choose a college or university that could provide accommodations. With the advent of the Americans with Disabilities Act, and the disabilities rights movement, accommodations for students with disabilities became commonplace. Now, one can apply to several different types of postsecondary educational institutions.

Colleges offer an opportunity for individuals with disabilities to continue their education and earn tangible evidence of education such as a certificate or degree. Junior and community colleges offer a variety of courses that, upon successful completion of the prescribed courses, may lead to a certificate or associate degree. Community colleges are publicly funded, have either no or low-cost tuition, and offer a wide range of programs, including vocational and occupational courses. They exist in or near many communities; generally, the only admissions requirement is a high school diploma or its equivalent. Junior colleges are usually privately supported, and the majority provides programs in the liberal arts field. Four-year colleges and universities offer programs of study that lead to a bachelor's degree after successful completion of four years of prescribed course work.

In high school, the school district was responsible for providing any or all support services necessary for an individual with disabilities to participate in the educational process. The college or university does not have the same legal obligation. They are required by law to provide any reasonable accommodation that may be necessary for those with disabilities to have equal access to educational opportunities and services available to peers without disabilities, if requested.

Title II of the ADA covers state-funded schools such as universities, community colleges, and vocational schools. Title III covers private colleges and vocational schools. If a school receives federal dollars, regardless of whether it is private or public, it is also covered by the regulation of Section 504 of the Rehabilitation Act, requiring schools to make their programs accessible to qualified students with disabilities.

Under the provisions of Section 504, universities and colleges may not:

• limit the number of students with disabilities
• make preadmission inquiries as to whether an applicant is disabled
• exclude a qualified student with a disability from a course of study
• discriminate in administering scholarships, fellowships and so on, on the basis of a disability
• establish rules or policies that may adversely affect students with disabilities

For college students with disabilities, academic adjustments may include adaptations in the way specific courses are conducted, the use of auxiliary equipment, and support staff and modifications in academic requirements. These modifications may include:

• removing architectural barriers
• providing services such as readers, qualified interpreters, or note takers for deaf or hard-of-hearing students
• providing modifications, substitutions, or waivers of courses, major fields of study, or degree requirements on a case-by-case basis
• allowing extra time to complete exams
• using alternative forms for students to demonstrate course mastery
• permitting the use of computer software programs or other assistive technological devices to facilitate test-taking and study skills

The focus of this NASET Professional Development Course will be to cover the following areas related to postsecondary education and students with disabilities:

• Disability-Related Support Services
• Social Skills
• Financial Aid
• Disability Related Expenses
• Vocational Rehabilitation and Financial Aid
• Issues to Consider When Looking into Postsecondary Education
• Frequently Asked Questions about the Admissions Process
• Checklist for Assessing Colleges for Accessibility
• Accommodations for Specific Disabilities
• Distance Learning and Adults with Disabilities
• Enrolling in a Distance Learning Program Selecting a Program
• Access to the Student Services at the College
• Conclusion:  Keys to Success

Preparing For The Start Of The School Year As A Special Education Teacher - The best advice in preparing for a new school year is to begin as early as possible. There are many things that you can do before the start of school that will facilitate your experience and make the school year more productive for you and your students. The first day of school should not be the first day you learn about your students. This would be a major mistake and will inevitably make classroom management more difficult.  The focus of this course is to address how to prepare for the beginning of the school year. After taking this course you should understand the following steps involved in classroom preparation:

STEP #1:  Learn About Your Incoming Students

STEP #2: Learn the Number and Types of Schools Attended by Each Student

STEP #3: Review Available Medical Records

STEP #4: Review Each Student’s Permanent Record Folder

STEP #5: Review Past Teachers’ Reports or Comments

STEP #6: Review Prior Report Cards

STEP #7: Review Standardized Test Scores (Both Individual and Group)

STEP #8: Review, Very Carefully, Each Student’s IEP (Individualized Educational Program)

Recreation And Leisure Activities For Students With Disabilities - Studies indicate that between 12 and 20 percent of the American population - perhaps 40 million people - have some type of disability. That's a huge segment of U.S. society that historically has been denied access to outdoor recreation - by facilities built with only able-bodied people in mind, by a lack of special equipment and by a lack of special consideration.

In recent years, however, two things have helped open the outdoors to individuals with disabilities: First, across the nation there are several nonprofit groups with the mission of improving the quality of life for people with disabilities by providing opportunities for outdoor recreation, often using specially adapted equipment.

Another door to the outside opened in 1990, when Congress passed the landmark Americans with Disabilities Act. It ensures basic civil rights for individuals with disabilities, and requires that, on any facility built for public use, reasonable efforts be made to provide access to people with a lack of mobility.

Since then, hundreds of outdoor recreational facilities built with government funds have been designed to make access easier for the wheelchair-bound and people using walkers, canes or crutches.

Armed with the law, activists for individuals with disabilities began lobbying state and local agencies for other opportunities. Access for individuals with disabilities in the outdoors has multiplied exponentially with the construction of state and federal projects. In this NASET Professional Development Course, you will learn about:

• Overview of Leisure Options
• Importance of Leisure
• Activities to Explore
• Fitness Activities
• Home Activities
• Community Activities
• · Sports Activities
• Issues for Special Educators
• Planning for Success
• Considerations Before Embarking on New Leisure Pursuits
• Advantages of Special Leisure Programs
• Individual Concerns When Faced with Leisure Activities
• Mastering Leisure Activity Skills

Post Traumatic Stress Disorder-Staff Development Brief - A diagnosis of PTSD means that an individual experienced an event that involved a threat to one's own or another's life or physical integrity and that this person responded with intense fear, helplessness, or horror. There are a number of traumatic events that have been shown to cause PTSD in children and adolescents. Children and adolescents may be diagnosed with PTSD if they have survived natural and man made disasters such as floods; violent crimes such as kidnapping, rape or murder of a parent, sniper fire, and school shootings; motor vehicle accidents such as automobile and plane crashes; severe burns; exposure to community violence; war; peer suicide; and sexual and physical abuse. This Professional Development Course will provide you with a good overview of this very important topic.

RELATED SERVICES - A Video Lecture Course

Related Services - A Video Lecture Course -

Related services help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving. Related services are defined in IDEIA as: “transportation, and such developmental, corrective and other supportive services….as may be required to assist a child with a disability to benefit from special education.” Related services must be provided to all eligible children in special education. But, just because a child is in special education doesn’t mean he/she will be eligible for related services. IDEIA includes a long list of related services that schools must provide to students who need them to receive a meaningful education. It is important to note, however, that this list does not include all of the services which a school district may be required to provide. The focus of this NASET professional development course will be to address some of the most common related services offered to children with disabilities. After taking this course you should understand the following:

• Overview of related services
• Transportation
• Speech and language therapy
• Psychological and Counseling Service
• Occupational and Physical Therapy (OT/PT)
• Orientation and Mobility Services
• Medical Services
• School health service
• Parent counseling
• Travel training

RELATED SERVICES: AN OVERVIEW

Related Services: An Overview -  What, precisely, are related services, and why are they an important part of educating children with disabilities? Who is eligible for related services, and how are related services delivered? This course examines the answers to these and other questions.

Residential Placement Options -  There may be times after a student with disabilities leaves secondary education when parents will have to explore housing alternatives other than the family home. A variety of motivations for this decision may include the following:

The physical, medical, economic, and psychological resources of some families to care for the needs of a family member with disabilities may diminish over time.

The need to foster independence and autonomy may dictate the desirability of separate housing.

Parents who are confronted with the need for residential options may face a confusing and sometimes overwhelming fund of information. A large part of this confusion is attributable to the variety of terms used to describe these available programs, i.e, group homes or community residences.

Three major factors will influence the types of service available to persons with disabilities.

First, some residential services are available only to those who are eligible for medical assistance and county services for individuals with intellectual disabilities.

Second, service options are based on the level of care needed. The family subsidy program aids families in keeping children with disabilities at home rather than placing them in a residential facility. For those who need some supervision and training to live independently but do not need care 24 hours a day, semi-independent Living Services (SILLS) may be an option.

Community-based waivered services or placement in an intermediate care facility (group home) are options for persons who need 24-hour supervision.

The third factor influencing the type of residential services available is the funding level for the programs. Unfortunately, the need for residential facilities far outweighs the availability of these resources. Some of this is due to a lack of funding, but there has also been tremendous resistance on the part of local communities to have such residences in their midst (not in my backyard). Historically, costly and lengthy legal fights have addressed this issue.

In this course we will try to reduce the confusion caused by the different labels. In trying to unravel the many options, it is important to be as open as possible, as two group homes may be vastly different because they serve people with different levels of disability.

Raising a child with disability or chronic illness poses other challenges. As families meet these challenges, time off can become a necessity for the caretakers. In recent years, the growth of respite care services—short-term specialized childcare—has begun to provide families with some temporary relief.

The birth of a child with a disability or chronic illness, or the discovery that a child has a disability, has profound effects on a family. When parents learn that their child has a disability or special health care need, they begin a process of continuous, lifelong adjustment. Adjustment is characterized by periods of stress, and during this time, family members’ individual feelings of loss can be overwhelming, shutting out almost all other feelings. Coping with uncertainty about the child’s development may interfere with the parents’ ability to provide support to each other and to other family members. Even when the diagnosis is clear, there are still many uncertainties—health, programmatic, and financial.

Social and community support can reduce the stress experienced by families. The support of relatives, friends, service providers, and the community can help families ease the adjustment period.

After taking this NASET Professional Development Course, you should understand the following:

• Centers for Independent Living (CIL) 
• Residential Services 
• Adult Foster Care 
• Boarding Homes 
• Family Subsidy Program 
• Free-Standing Weekend Respite 
• Group Homes 
• Semi-Independent Living Arrangements (SIL) 
• Home Care Attendants or Personal Assistant Services 
• Supervised Living Arrangements 
• Intermediate Care Facility (ICF/MR) 
• Supportive Living Units (SLU) 
• Waivered Services 
• Evaluating Residential Programs 
• Making a Residence Accessible 
• Housing Subsidies 
• Section 8 Housing 
• Section 202 Housing 
• Overview of Respite Care 
• Benefits of Respite Care 
• Respite Care Suggestions for Parents 
• How to Tell if a Family Could Benefit from Respite Care 
• Federal and State Agencies for Help with Respite Care 
• State and Local Disability or Support Groups 
• What Parents Need to Know when Seeking Respite Care Services in their Community

Respite Care - Over the years, there has been a growing awareness that adjustment to the special needs of a child influences all family members. This awareness has generated interest and has led to the development of support services for families to assist them throughout the lifelong adjustment process. Within the diversity of family support services, respite care consistently has been identified by families as a priority need (Cohen & Warren).

Respite care is an essential part of the overall support that families may need to keep their child with a disability or chronic illness at home. United Cerebral Palsy Associations, Inc. (UCPA) defines respite care as a system of temporary supports for families of individuals with developmental disabilities which provides the family with relief. “Temporary” may mean anything from an hour to three months. It may also mean “periodically or on a regular basis.” It can be provided in the client’s home or in a variety of out-of-home settings,” (Warren and Dickman). Respite services are intended to provide assistance to the family, and to prevent “burnout” and family disintegration. Since not all families have the same needs, respite care should always be geared to individual family needs by identifying the type of respite needed and matching the need to the services currently available or using this information to develop services where none exist. Once identified, it is also important for families to have ready access to that type of respite, in an affordable form.

This NASET Professional Development course will provide educators with a basic understanding of respite care and its importance to families of individuals with disabilities. After taking this course, you should understand the following:

• Definition and Overview of Respite Care
• History of Respite Care
• Respite Care as a Family Support
• Benefits of Respite Care
• Benefits of Respite Care to the State and Communities
• Educator Suggestions: Helping Parents Determine Whether Respite Care is Necessary
• Contact Groups for Parents and Teachers

Seeking Respite Care Services in the Community: Questions to Ask

Rett Syndrome -  As a result of the 5th edition of the Diagnostic and Statistical Manual (DSM-5) being published, the term Rett Syndrome is no longer used in the nomenclature. However, since people still refer to it, we are presenting an overview of Rett Syndrome in this course. Rett syndrome is a childhood neurodevelopmental disorder characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures, and intellectual disability. It affects females almost exclusively. The disorder was identified by Dr. Andreas Rett, an Austrian physician who first described it in a journal article in 1966. It was not until after a second article about the disorder was published in 1983 that the disorder was generally recognized. This course will provide the reader with an excellent insight into this autistic disorder.

Roles and Responsibilities of the Special Education Teacher: The special education teacher in today’s schools plays a very critical role in the proper education of exceptional students.  The teacher is unique in that he/she can fit many different roles in the educational environment. However, each of these distinct roles involves a variety of responsibilities and functions. Understanding these responsibilities can only help the special educator become more familiar with the role and increase the chances for success. For instance, the special education teacher can be assigned to a variety of different educational situations. These different situations will be described in this course.

Schizophrenia - Schizophrenia is a chronic, severe, and disabling brain disorder that has been recognized throughout recorded history. It affects about 1 percent of Americans. People with schizophrenia may hear voices other people don't hear or they may believe that others are reading their minds, controlling their thoughts, or plotting to harm them. These experiences are terrifying and can cause fearfulness, withdrawal, or extreme agitation. People with schizophrenia may not make sense when they talk, may sit for hours without moving or talking much, or may seem perfectly fine until they talk about what they are really thinking. Because many people with schizophrenia have difficulty holding a job or caring for themselves, the burden on their families and society is significant as well. This course will provide an excellent and thorough overview of this topic.

SCORING TERMINOLOGY USED IN ASSESSMENT - A Video Lecture Course

Scoring Terminology Used in Assessment * Video Lecture Course * -  Understanding the terminology used in scoring is critical when interpreting test scores. When doing the assessment of a child for a suspected disability, there will be many such terms of which you need to be aware and will calculate. It is important that when you are at committee meetings and having discussions with parents and administrators that you are able to not only report these scores but also understand what they mean. The focus of this NASET professional development video course will be on scoring terminology used in assessment in special education. After taking this course, you should understand the following:

• Standard Scores
• Percentiles
• Age Equivalents
• Grade Equivalents

This is a course that contains three video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Self Determination: A Guide For High School Educators - One of the most significant concepts to emerge in the last few decades is the awareness of the importance of self-determination in the life of an individual with a disability. For too long, professionals made decisions for people with disabilities with little input from the individual or parents. While these decisions were motivated by good intentions, they may have overlooked the desires, hopes, and aspirations that remained hidden within the person with disabilities. As our society has become more sensitive to the needs and rights of the disabled, we have moved to the concept of self-determination as a crucial element in the design of a life plan.

Self-determination is a person's ability to control his or her own destiny. A crucial part of the concept of self-determination involves the combination of attitudes and abilities that will lead children or individuals to set goals for themselves, and to take the initiative to reach these goals. To do this one must be in charge, which is not necessarily the same thing as self-sufficiency or independence, make his or her own choices, learn to solve problems effectively, take control and responsibility for his or her life, learn to experience and cope with the consequences of making decisions on his or her own.

Martin and Marshall summarize the evolving definition of self-determination in the special education literature as describing individuals who, “ know how to choose-they know what they want and how to get it. From an awareness of personal needs self-determined individuals choose goals, and then doggedly pursue them. This involves asserting an individual’s presence, making his or her needs know, evaluation progress toward meeting goals, adjusting performance and creating unique approached to solve problems ”.

Self-determination is the process by which a person controls his or her own life. This is important to everyone. According to Tom Nerney, Executive Director of the Center for Self-Determination, the five principles of self-determination are:

• Confirmation
• Responsibility

Developmental disability systems support self-determination when:

• People have the freedom to plan their own life and to pursue the things that are important to them with the support of independent planning and support coordination.
• People have the freedom to experience the same life opportunities as other people their age, connected with others in their communities.
• Each person has authority over his own individual support budget.
• All those involved demonstrate confirmation of the critical role self-advocates and their families must play in making decisions in their own lives and in designing and operating the system they rely on.
• People have the freedom to choose and set up the support they need to pursue the life they envision.
• People enjoy the freedom of economic independence and security, with opportunities to earn adequate income.
• People take responsibility for decisions in their lives and for the support money allocated to them with the assistance of an independent fiscal intermediary.

This NASET Professional Development Course will focus on self-determination and students with disabilities. After taking this course you should understand the following:

• Overview of Self-Determination
• Development of Self-Determination Skills
• Learning Self-Determination
• Research on Self-Determination
• Community Inclusion and the Importance of Self-Determination
• Social Inclusion and the Importance of Self-Determination
• Self-Advocacy and the Importance of Self-Determination
• Promoting Self-Determination in Youth with Disabilities: Tips for Families and Professionals
• Closing Thoughts

SELF ESTEEM - UNDERSTANDING THE FOUNDATIONS OF SELF-ESTEEM AND DEVELOPING IT IN THE CLASSROOM

Self-Esteem is feeling good about yourself.  Because it is a feeling, self-esteem is expressed in the way that people behave.  However, success is important for the growth of positive feelings about oneself. High self-esteem will allow your students to keep failure situations in proper perspective. Whether or not a failure situation is perceived as a learning experience, or as a self-punishment, depends on one's level of self-esteem.

Children as well as adults will vary in the type of self-esteem exhibited.  We all feel more confident on some days than others.  Feeling low self-esteem from time to time is not a problem.  However, a pattern of low self-esteem should be observed for there to be a concern.  Teachers can easily observe children's self-esteem by seeing what they do and how they accomplish it.

What you will learn from this course:

• Definition of Sensory Integration Disorders
• Symptoms by Age
• Types of Sensory Integrations Disorders
• Tactile Defensiveness Sensory Integration Disorder (Immature Tactile Type)
• Proprioceptive Perceptual Sensory Integration Disorder
• Tactile Pressure Sensory Integration Disorder
• Vestibular Dysfunction Sensory Integration Disorder
• Sensory Modulation Disorder (SMD)
• SMD Over Responsiveness Type
• SMD Under-responsiveness Type
• SMD Sensory Craver
• Sensory Discrimination Disorder
• Sensory Based Motor Disorder
• Postural Disorder

Social And Sexual Issues For Students With Disabilities : A Guide For High School Educators - Today, because of the work of advocates and people with disabilities over the past half-century, American society is acknowledging that those with disabilities have the same rights as other citizens to contribute to and benefit from our society. This includes the right to education, employment, self-determination, and independence. We are also coming to recognize, albeit more slowly, that persons with disabilities have the right to experience and fulfill an important aspect of their individuality, namely, their social life and sexuality. As with all rights, this right brings with it responsibilities, not only for the person with disabilities, but also for that individual's parents and caregivers. Adequately preparing an individual for the transition to adulthood, with its many choices and responsibilities, is certainly one of the greatest challenges that parents, and others face.

In the course of human development, there is probably no greater need than to attach, connect or build gratifying human relationships. This human need is felt by all, whether with a disability or not. It is vital that all children be given the opportunities to learn and practice the social skills considered appropriate by society. All children must learn how to conduct themselves in ways that allow them to develop relationships with other people. Parents must keep in mind that social skills pervade an individual's entire life, at home, in school, in the community, and at the workplace. An example of the significance of a deficit in social skills appears to be that a large percentage (nearly 90 percent) of employees lost their jobs because of poor attitude and inappropriate behavior, rather than the lack of job skills.

Children with disabilities may find developing these skills more difficult than their peers without disabilities. Because of a variety of learning or other cognitive disabilities, visual or hearing impairments, or a physical disability that limits their chances to socialize, children with disabilities may lack the exposure and experiences required to develop appropriate social skills. Most, however, are capable of learning these important "rules" (Duncan & Canty-Lemke, 1986) and should be given opportunities to learn and practice them by professionals, parents and professionals.

The focus of this NASET Professional Development Course will be to address various concerns related to individuals with disabilities and their social and sexual issues. After taking this course, you should understand the following:

• The importance of developing social skills
• Acquiring social skills
• How families can help widen social experiences
• Avoiding social mistakes
• Fostering relationships: Suggestions for young adults
• Misconceptions about sexuality and disability
• Defining sexuality
• How sexuality develops
• Sexuality education
• Suggestions for teaching children and youth about sexuality
• Early Signs of Puberty
• Issues to address with the adolescent
• The Importance of Developing Social Skills

Special Education Services: How Children are Identified - In order to survive as a general education teacher working with children with special needs, it is important to become very familiar with the process by which children are identified as having a disability. This process is called the special education process and involves a number of steps that must follow federal, state, and district guidelines. These guidelines have been created to protect the rights of students, parents and school districts and as a result you must be knowledgeable to assist parents and students through this involved process. This course will instruct in the basics of the special education process and how students are identified for special education services.

SPECIAL EDUCATION SERVICES: QUESTIONS OFTEN ASKED BY PARENTS

Special Education Services: A Parent's Guide - Parents often have many questions when they suspect that their child may have a disability. This course is designed to answer some of the most commonly asked questions regarding special education, the process of special education, IEPs, and many other relevant information. It has been developed expressly to respond to the information needs of parents by answering the most common questions regarding special education.

Speech and Language Impairments - More than one million of the students served in the public schools’ special education programs in the 2000-2001 school year were categorized as having a speech or language impairment. Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. This course is designed to present a basic overview of speech and language impairments and to provide concerned individuals with other resources for information and support.

SPEECH AND LANGUAGE IMPAIRMENTS: CRITERIA FOR DETERMINING ELIGIBILITY FOR SPECIAL EDUCATION

Speech and Language Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of speech and language impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Spina Bifida-Staff Development Brief - Spina Bifida means cleft spine, which is an incomplete closure in the spinal column. Although spina bifida is relatively common, until recently most children born with a myelomeningocele died shortly after birth. Now that surgery to drain spinal fluid and protect children against hydrocephalus can be performed in the first 48 hours of life, children with myelomeningocele are much more likely to live. Successful integration of a child with spina bifida into school sometimes requires changes in school equipment or the curriculum. This course is designed to present a basic overview of  spina bifida and to provide concerned individuals with other resources for information and support.

STATISTICS USED IN SPECIAL EDUCATION

Statistics Used in Special Education * Video Lecture Course * - Statistics! This one 10-letter word tends to instill more fear and anxiety in undergraduate and graduate students than any other word we know. The fact is, whether you are an avid fan of statistics or generally do not enjoy it, you absolutely have to know statistics when you are doing special education assessment. Statistics play a vital role in the understanding of disability awareness. Although there are numerous reasons to know statistics, of primary importance to special educators is that without a proper understanding of it, you cannot interpret test results. When large sets of data are being presented, it is important that they be organized in a fashion that makes some sense to the reader. In special education, this is done through methods known as descriptive statistics. Statistics summarize and describe data. In this NASET Video professional development course, we discuss basic descriptive statistics used every day in special education. After taking this course, you should be able to understand (and in some cases be able to calculate) the following:

• Measures of central tendency (mean, median, and mode)
• Frequency distributions
• Standard deviation
• Normal curve
• Purpose of the normal curve in special education
• Application of normal curve in special education
• Correlations

TESTING ACCOMMODATIONS AND MODIFICATION

As an educator, you will frequently be asked about the need for a student to have some type of accommodations or modifications on his or her IEP. Alternate testing techniques are accommodations or modifications that consider the individual needs of a child having a disability, and as a result, modify testing or classroom procedures or formats. These accommodations or modifications attempt to provide these students with an appropriate opportunity to participate in testing or classroom situations.

These techniques must appear on the student's IEP and provide the opportunity to demonstrate a child with a disability’s mastery of skills without being unfairly restricted by the presence of that disability. Children classified by the IEP Committee are entitled to alternate testing and classroom accommodations or modifications if there is substantiated evidence for such a need in the testing or background of the child. There are no limits as to the number of accommodations or modifications, but only include them in the IEP if they will enable the child to be more successful in school.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

After taking this course, you will understand:

• The Difference Between Accommodations and Modifications
• Examples of Accommodations and Modifications
• How Accommodations or Modifications are Most Often Made
• Accommodations in Large Assessments
• Student Eligibility for Use of Testing Techniques
• Criteria for Allowing Use of Accommodations and Modifications
• Accommodation or Modifications Which Modify Manner of Presentation, Manner of Response and Process Used to Derive Response
• Special Education Teacher’s Role and Responsibilities for Implementation of Accommodations and Modifications

As an educator, you will need to understand the scores that the various professionals of the multidisciplinary team report when they do their evaluations of children for a suspected disability.  You may even be required to administer certain educational tests for a student.  Therefore, it is essential that no matter what your role in the assessment process, you understand basic statistics and scoring terminology found in test manuals and used in assessment.

This course will provide you with the most frequently used terms used in assessment regarding test administration, statistics and scoring terminology. After taking this course, you should understand the following (in alphabetical order)

• Measures of Central Tendency
• Percentile Ranks
• Predictive validity
• Reliability Coefficients
• Scaled Scores
• Split-half reliability
• Standard Deviation
• Standard Error of Measurement
• Test-retest reliability

Tourette Syndrome - Tourette Syndrome (TS) is a neurological disorder characterized by repetitive, stereotyped, involuntary movements and vocalizations called tics. TS occurs in people from all ethnic groups; males are affected about three to four times more often than females. It is estimated that 200,000 Americans have the most severe form of TS, and as many as one in 100 exhibit milder and less complex symptoms such as chronic motor or vocal tics or transient tics of childhood. Although TS can be a chronic condition with symptoms lasting a lifetime, most people with the condition experience their worst symptoms in their early teens, with improvement occurring in the late teens and continuing into adulthood. The focus of this course will be to provide you with a general understanding of TS.  Course content includes information on TS pertaining to: definition, symptoms, course of action, tics, causes, disorders associated with it, diagnosis, treatment, inheritance, prognosis, and appropriate educational settings.

Transition Planning: A Team Effort - The completion of high school is the beginning of adult life. Entitlement to public education ends, and young people and their families are faced with many options and decisions about the future. The most common choices for the future are pursuing vocational training or further academic education, getting a job, and living independently. This course provides ideas and information on how students, families, school personnel, service providers, and others can work together to help students make a smooth transition. In particular, it focuses on creative transition planning and services that use all the resources that exist in communities, not just the agencies that have traditionally been involved.

Less than 30 years ago, students with disabilities had limited choices when it came to choosing a college or university that could provide accommodations. However, with the enactment of the Americans with Disabilities Act, along with the disabilities rights movement, accommodations for students with disabilities have become more commonplace. Now, a student with a disability is able to apply to several different types of postsecondary educational institutions.

Colleges offer an opportunity for individuals with disabilities to continue their education and earn tangible evidence of education, such as a certificate or degree. Junior and community colleges offer a variety of courses that, upon successful completion of the prescribed courses, may lead to a Certificate or Associate's degree. Community colleges are publicly funded, have either no or low-cost tuition, and offer a wide range of programs, including vocational and occupational courses. They exist in or near many communities; generally, the only admissions requirement is a high school diploma or its equivalent. Junior colleges are usually privately supported, and the majority provides programs in the liberal arts field. Four-year colleges and universities offer programs of study that lead to a Bachelor’s degree after successful completion of four years of prescribed course work.

In high school, school districts are responsible for providing any or all support services necessary for an individual with disabilities to participate in the educational process. Colleges and universities do not have the same legal obligation. They are required by law to provide any reasonable accommodation that may be necessary for those with disabilities to have equal access to educational opportunities and services available to peers without disabilities, if requested.

The focus of this NASET Professional Development course is to address the transition of students with disabilities to postsecondary education.

Since the passage of the Education for All Handicapped Children Act (EHA), Public Law 94-142, in 1975, Individualized Education Programs (IEP) have been a requirement of law for all children and youth with disabilities found eligible for special education. Each student’s IEP must list goals and objectives for educational activities and include information about the student's assessment and educational placement, the instructional content areas to be addressed throughout the year, the timelines and persons responsible for activities corresponding to the goals and objectives, how student progress will be evaluated, and the related services that each student needs to benefit from his or her special education. With the newest amendments to the EHA -- now entitled the Individuals with Disabilities Education Act, or IDEA - a new component has been added to the IEP. Beginning no later than age 16 (under the federal law; states may differ), each student now must also have included in the IEP a statement of the transition services that he or she needs to prepare for such post-school outcomes as employment, postsecondary education, adult services, independent living, and community participation. Traditionally, the IEP has been designed for a maximum of one year, breaking annual goals into short-term objectives. With the addition of transition services, the IEP becomes longer term, with objectives spanning across several years. For the first time, planning is oriented towards life after high school, with plans including adult services agencies and community agencies, where applicable. This is an enormous step forward in the concept of preparing students educationally, and requires a great deal of insight, foresight, and planning on the part of students, parents, and school and other agency professionals.

The focus of this NASET Professional Development is course is to provide an overview of the various issues involved in transition services in the IEP for high school educators.

Traumatic Brain Injury - A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. This injury can change how the person acts, moves, and thinks. A traumatic brain injury can also change how a student learns and acts in school. More than one million children receive brain injuries each year. More than 30,000 of these children have lifelong disabilities as a result of the brain injury. This course is designed to present a basic overview of traumatic brain injury and to provide concerned individuals with other resources for information and support.

TRAUMATIC BRAIN INJURY: CRITERA FOR DETERMINING ELIGIBILITY FOR SPECIAL EDUCATION

Traumatic Brain Injury: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of traumatic brain injury.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Travel Training For Students With Disabilities: A Guide For High School Educators - Transportation provides us all with access to the wider opportunities of society employment, postsecondary education, job training programs, recreation. Traveling by car, by cab, or by public transportation systems such as bus and subway enables us to go to work and come home, go to school or other training programs, visit friends, take care of daily needs such as grocery shopping, and enjoy recreational activities.

Yet, many individuals with disabilities have traditionally been isolated from these societal opportunities, because they lacked a means of transportation. For many, driving a car was not possible, due to a visual, physical, or cognitive disability. Public transportation systems were often inaccessible due to structural barriers. Still other individuals were unable to use the transportation systems that were available, because they lacked the training, or "know-how," to use these systems safely.

Today, the lack of access to transportation that many individuals with disabilities have experienced is changing. Recently enacted federal legislation clearly intends to ensure that people with disabilities have an equal opportunity to participate independently and successfully in society. The Americans with Disabilities Act (ADA) recognizes the critical role that public transportation plays in the lives of many people and mandates that public transportation systems become accessible to people with disabilities. It also mandates that paratransit services are available and accessible to individuals who are unable to use public transportation.

Unfortunately, availability of transportation is not the only impediment to independent travel for people with disabilities. They must also know what systems of transport are available, how to access these, how to plan their travel, and how to execute their travel plans safely. For many individuals, learning how to travel on public transportation requires systematic training. Travel training, then, is often a crucial element in empowering people with disabilities to use the newly accessible transportation systems in our country.

To this end, the Individuals with Disabilities Education Act (IDEA) can be of importance. The IDEA requires public schools to provide what are known as "transition services" to youth with disabilities, to prepare them for the transition from school to adult life. While accessible transportation and transportation training are not specifically mentioned within IDEA, clearly the ability to use available transportation systems may be critical to a student's transition into the adult world. Thus, both the ADA and the IDEA provide individuals with disabilities, their families, school systems, service providers, community agencies, and transit systems with compelling incentives to work together to ensure that individuals with disabilities learn how to use accessible transportation.

The focus of this NASET Professional Development Course will be to discuss transportation concerns of students and adults with disabilities. After taking this course, you should understand the following:

• Overview of Travel Training
• Skills Required for Traveling Independently
• Beginning Travel Training
• The Process of Travel Training
• The Necessity of Travel Training Programs
• Benefits from Travel Training Programs
• The Importance of Equal Access to Transportation
• Where to Look for Travel Training Programs
• Travel Training Guidelines for People with a Cognitive Disability
• Travel Training Guidelines for People with a Physical Disability
• What to Look For in a Travel Training Program
• Teaching Travel Skills to Persons who are Blind or with Visually Impairments
• Evaluating the Quality of Programs that Teach Travel Skills
• Public Transportation and the ADA

VIOLENCE AND DISASTERS: HELPING CHILDREN AND ADOLESCENTS COPE

Violence and Disasters: Helping Children and Adolescents Cope - Helping young people avoid or overcome emotional problems in the wake of violence or disaster is one of the most important challenges a parent, teacher, or mental health professional can face. Many agencies are working to address the issue of assisting children and adolescents who have been victims of or witnesses to violent and/or catastrophic events. The purpose of this course is to tell what is known about the impact of violence and disasters on children and adolescents and suggest steps to minimize long-term emotional harm. This course will provide educators with a very good overview and practical suggestions for helping students cope with this experience.

VISUAL IMPAIRMENTS: AN OVERVIEW

Visual Impairments:  An Overview - The effect of visual problems on a child's development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays. The rate at which visual impairments occur in individuals under the age of 18 is 12.2 per 1,000. This course is designed to present a basic overview of visual impairments and to provide concerned individuals with other resources for information and support.

Visual Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of visual impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Visual Processing Disorders - Specific Types - What you will learn from this one-hour course

• Overview of visual processing disorders
• Visual agnosia
• Visual closure processing disorder
• Visual Depth Perception Processing Disorder
• Visual Discrimination Processing Disorder
• Visual Figure-Ground Discrimination Processing Disorder
• Visual Integration Processing Disorder
• Visual Memory Processing Disorder
• Visual Motor Processing Disorder
• Visual Pursuit and Tracking Disorder
• Visual Sequencing Processing Disorder
• Visual Spatial Relationships Processing Disorder

Vocational Assessment and Training: A Guide for High School Educators - Crossing the threshold from the world of school to the world of work brings a significant change in everyone's life. School is an entitlement, meaning that it is an environment that our system of government supplies for all of our citizens. The workplace is the opposite; no one is entitled to a job.

One of the most important aspects of transition planning is the preparation of students for the world of work. Up to now, the focus has been on helping students fulfill the educational requirements for graduation from a secondary school. Now comes a very real and practical issue that can create many concerns. With the proper information and resources, this next phase of the transition process can also be very rewarding. Parents and educators must fully understand vocational options to help children make the best decisions for his or their future.

The purpose of this section is to give you a strong working knowledge of vocational assessments. After taking this NASET Professional Development Course, you should understand the following:

• Overview of Vocational Assessments
• Purpose of Vocational Assessments
• Trends in Vocational Assessment
• The Vocational Assessment Process
• Informal and Formal Assessment
• Levels of Vocational Assessment
• Level I Vocational Assessment
• Level II Vocational Assessment
• Level III Vocational Assessment
• Components of a Vocational Assessment
• Other Assessment Options during the Vocational Transition Phase
• Situational Vocational Assessment
• Confidentiality
• Specific Professionals Trained to Help Parents and Their Children Plan and Prepare for Employment
• · Skills Checklist
• Division of Rehabilitation Services (DRS)
• Services Provided by DRS Agencies
• Rights and Responsibilities When Involved with DRS Services
• Conflict Resolution Options with DRS

Writing a Comprehensive Educational Report Writing a comprehensive educational report is not a simple task. It takes knowledge and skill because it is being written for parents, teachers, and administrators, lawyers etc. After taking this course, you should be able to understand why reports need to be written, general guidelines when writing a report, and all sections of a comprehensive report. Further, we provide a completed report, so you can see how the sections come together to form the overall report. The sections you will learn about in order to complete a comprehensive educational report will include:

• Identifying data
• Reason for Referral
• Background History
• Behavioral Observations
• Tests and Procedures Administered
• Test-by-test analysis
• Content area by content area analysis
• Conclusions
• Recommendations

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School of Education Undergraduate Bulletin 2024-2025

•   IU Bulletins
• Degree Requirements
• Policies & Procedures
• Opportunities
• Topic Index
• Elementary Education (E)
• Foundations of Education (F)
• Educational Leadership and Policy Studies (H)
• Learning Sciences (I)

Special Education (K)

• Language Education (L)
• Methods (M)
• Mathematics Education (N)
• Educational Psychology (G+P+Y)
• Science Education (Q)
• Secondary Education (A+S)
• Instructional Systems Technology (R)
• Multicultural/Urban Education (T)
• Higher Education and Student Affairs (U)
• Computer Education (W)
• Reading (X)
• Art Education (Z)
• EDUC-K 201 Schools, Society, and Exceptionality (1-3 cr.) Provides an overview of the many complex issues related to special education policy and practice in the United States. Content will include an introduction to the definitions and characteristics of various exceptionalities, an exploration of the options available for instructing exceptional children in public school settings, and discussions of the many important topics and issues related to planning and implementing special education in American public schools.
• EDUC-K 205 Introduction to Exceptional Children (2-3 cr.) Definition, identification, prevalence, characteristics, and educational provisions of the various types of exceptional children, with attention to disability awareness and appropriate instructional processes.
• EDUC-K 207 Disability Laws (1 cr.) P: Department consent. Admission to the Teacher Education Program. Overview of disability laws in the United States as it applies to K-12 pre-service teachers of students with disabilities. Graded S/F.
• EDUC-K 285 Foundations in Special Education (1-2 cr.) A study of the historical and philosophical foundation contributions of Special Education to the development of Public Education.
• EDUC-K 300 Developmental Characteristics of Exceptional Individuals (2 cr.)
• EDUC-K 305 Teaching the Exceptional Learner in the Elementary School (3 cr.) P: Department consent. Admission to the Teacher Education Program. Knowledge, attitudes, and skills for educating exceptional learners (students with disabilities as well as gifted and talented) in the general education elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, inclusive practices, teaching and management strategies, teachers as persons and professionals.
• EDUC-K 306 Teaching Students with Special Needs in Secondary Classrooms (3 cr.) P: Department consent. Admission to the Teacher Education Program. Includes an overview of the skills and knowledge necessary for effective instruction of students with disabilities in inclusive secondary programs.
• EDUC-K 307 Methods for Teaching Students with Special Needs (3 cr.) P: Department consent. Admission to the Teacher Education Program. This course prepares future teachers to work with students with diverse abilities in inclusive settings. Participants learn to use learning modalities, varied rates, and complexity of instruction, and to make sure of individual interests and preferences. Additionally, differentiating and/or individualizing instruction for all learners and developing classroom management skills are emphasized.
• EDUC-K 308 Teaching Young Children with Special Needs (3 cr.) P: Department consent. Admission to the Teacher Education Program. Prepares future teachers to plan and implement programs for infants/toddlers and preschoolers with special needs. Preservice teachers learn the principles of differentiated, adaptive, and individualized instruction. Preservice teachers also develop an understanding of consultation and interdisciplinary techniques, integrative programming, and interagency cooperation.
• EDUC-K 343 Introduction to Behavior and Classroom Management (3 cr.) P: Department consent. Admission to the Teacher Education Program. An overview of behavioral theories, trauma-informed practices, and social-emotional learning (SEL). Definitions, classifications, characteristics, diagnostic and treatment and intervention options are discussed. The course includes an overview of classroom management for effective classroom instruction, prevention efforts, and intervention for emotional and behavioral challenges.
• EDUC-K 344 Individualized Behavior Interventions and Supports (3 cr.) P: Department consent. Admission to the Teacher Education Program. Emphasizes specialized knowledge and skills necessary to develop school- and community-based supports for students with behavioral challenges. Focuses on how to conduct functional behavioral assessments and develop and implement positive behavior intervention plans.
• EDUC-K 345 Academic and Behavioral Assessment of Mildly Handicapped Children (3 cr.)
• EDUC-K 350 Introduction to Mental Retardation (3 cr.) P: EDUC-K 205 or consent of instructor. A basic survey of the field of mental retardation. Definitions, classifications, diagnosis, and treatment are discussed from medical, psychological, sociological, and educational points of view.
• EDUC-K 351 Vocational Assessment and Instruction for Special Needs (3 cr.) Emphasizes an awareness of issues and available options related to programming for the special needs adolescent adult. The concept of career education--including preparation in daily-living, personal, social, and occupational skills--is used as the basic framework for the course.
• EDUC-K 352 Specially Designed Instruction for Students with Mild to Moderate Disabilities (1-3 cr.) P: Department consent. Admission to the Teacher Education Program. Focuses on research-based methods for teaching individuals with mild/moderate disabilities, including the selection, implementation, and adaptation of evidence-based instructional programs, strategies, and materials. Emphasizes federal and state laws and procedures for developing and implementing Individualized Education Plans. May be repeated.
• EDUC-K 353 Urban Education Seminar (1-3 cr.) P: Department consent. Admission to the Teacher Education Program. Examines current research, experiences, practices, and challenges that arise when teaching in urban schools and settings in general and special education. Explores historical, political factors, and socioeconomic factors influencing urban education. Topics include, culturally responsive pedagogy, disproportionality, and trauma-informed care in schools.
• EDUC-K 361 Assistive Technology for Elementary School Students with Disabilities (2-3 cr.) P: Department consent. Admission to the Teacher Education Program. Prepares future teachers with the knowledge required to integrate assistive technology into curricula for students with mild to moderate disabilities.
• EDUC-K 362 Team Approaches to the Education of Students with Disabilities (3 cr.) P: Department consent. Admission to the Teacher Education Program. Students will learn techniques related to effective collaboration and interactive teaming in educational settings. Focus will be the development of skills necessary to serve as consultant or co-teacher in school environments.
• EDUC-K 363 Educational Research: Approaches and Issues (1 cr.) Course is designed to expose students to the major approaches in educational research. Students will learn to interpret educational research and apply this knowledge to a research-based position paper.
• EDUC-K 370 Language and Learning Characteristics of Students with Mild to Moderate Disabilities (3 cr.) P: Department consent. Admission to the Teacher Education Program. Focuses on typical and atypical language and learning, with an emphasis on individuals with mild/moderate disabilities. Addresses procedures for identification and referral for special education and related services based on language and learning characteristics.
• EDUC-K 371 Assessment and Individualized Instruction in Special Education (3 cr.) P: Department consent. Admission to the Teacher Education Program. Emphasizes data-driven instructional decision-making that addresses reading and math problems of students with mild to moderate disabilities. Provides an overview of critical measurement concepts and types of assessments. Instruction is anchored in case studies and real-world application.
• EDUC-K 380 Curriculum and Methods in Educating the Mentally Retarded (3 cr.) A survey of educational programs for educable mentally retarded children. Emphasis is placed on study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.
• EDUC-K 405 Building Inclusive Middle and Secondary Schools: Approaches and Issues (1 cr.) P: Department consent. Admission to the Teacher Education Program. Students will compare and contrast apprenticeship/school experiences, address specialized areas, and explore challenges and issues confronting special education at the middle- and high-school level (e.g., theory vs. practice). Graded S/F. May be repeated.
• EDUC-K 420 Assistive Technology in Special Education (3 cr.) Develops a basic understanding of Assistive Technology and its potential impact on the daily lives of individuals with disabilities.  Explores the options available for children and youth as well as the legislation that regulates its use.
• EDUC-K 422 Teaching Social Skills (3 cr.) Addresses the social context in which classroom instruction and student interaction take place. The course will provide a framework for 1) observing skills that characterize social competence in school, 2) assessing problems with social behaviors, 3) planning instruction and interventions to teach social skills, and 4) monitoring instruction and interventions.
• EDUC-K 426 Assessment and Instruction (3 cr.) Addresses the wide range of learning problems of low-achieving students, including those with mild disabilities, learning disabilities, and other special needs. It will cover development of individualized and group instructional programs such as assessment practices, curriculum design, classroom organization, and effective teaching practices and remedial techniques for teaching.
• EDUC-K 441 Transition Across the Lifespan (3 cr.) P: Department consent. Admission to the Teacher Education Program. This course is designed to give prospective teachers information and skills necessary to effectively teach students with disabilities at the high school level. An overview of characteristics of secondary students with mild disabilities, school programs, transition from school life to adult life, curriculum issues, and strategies of effective instruction for students with disabilities will be covered.
• EDUC-K 448 Families, School, and Society (3 cr.) Describes approaches for providing support for families with members with or at risk for disabilities. Focuses on the family as a system, the challenges of parents and siblings, and techniques for parent-professional communication, building collaboration, and increasing family empowerment.
• EDUC-K 452 Classroom Management (3 cr.) Shows students how to plan and implement interventions that improve the motivation and self-management skills of students in the classroom. It will focus on procedures for teaching students how to regulate their behavior, and will address the array of skills they need to learn in order to take responsibility for their actions.
• EDUC-K 453 Management of Academic and Social Behavior (3 cr.) Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record, and change academic and social behavior.
• EDUC-K 465 Service Delivery Systems and Consultation Strategies (3 cr.) Reviews methods of implementing service delivery systems; consulting with professionals and parents; designing in-service training programs; and developing referral systems, curricular and personnel resources, and evaluation techniques used in special education programs.
• EDUC-K 480 Student Teaching Special Education (3-15 cr.) P: Senior status and completion of all professional education coursework with a C or better grade. Provides experiences for each student in his or her respective area of exceptionality, under the direction of a supervising teacher in an educational school setting. Variable title course. Graded S/F. May be repeated.
• EDUC-K 488 Supervised Teaching in Special Education (3-12 cr.) P: Senior status and completion of all professional education coursework with a C or better grade. Provides students an opportunity to teach exceptional children under the supervision of a licensed special education teacher and a university special education supervisor. Graded S/F. May be repeated.
• EDUC-K 490 Research in Special Education (1-3 cr.) Individual instruction in special education. Variable title course. May be repeated.
• EDUC-K 495 Laboratory/Field Experiences in Special Education (1-6 cr.) P: Department consent. Admission to the Teacher Education Program. Closely supervised field experience in various areas of special education. May be repeated.

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EDU 5000 — Critical Issues in Education

This course provides an overview of the challenges that students with moderate disabilities encounter in their lives. The class will explore how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, characteristics of students with disabilities, general issues of evaluation approaches, and research-based accommodations and interventions including the use of assistive technology devices and behavioral interventions. State and federal laws as well as an overview of local and national support agencies are also reviewed.

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A Guide to Special Education Terms

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The number of students in special education has increased steadily in the last four decades , with parents more readily seeking additional support and more students being diagnosed with conditions, like attention deficit hyperactivity disorder and autism spectrum disorder.

In the wake of the pandemic, though, districts struggle to hire and—more importantly—keep their special education teachers, who are often beleaguered by stressful working conditions and a lack of resources.

Even as the field shifts to address workforce shortages, with some states considering extra pay for special education and others eyeing how artificial intelligence could lessen the burden of increased workloads, students with disabilities make up roughly 13 percent of the school population, said Natasha Strassfeld, an assistant professor in the department of special education at the University of Texas at Austin.

These are key terms educators should know.

The Individuals with Disabilities Education Act , or IDEA , is a federal law that establishes the rights of students with disabilities and their families.

First passed in 1975 and most recently reauthorized in 2004, the act provides grant funding to states that agree to the federal government’s vision for educating students with disabilities, said Strassfeld.

Students must be identified, evaluated, and deemed as IDEA eligible for the state to use federal money to educate that child. There are 13 categories under which a student could be eligible, including physical and intellectual disabilities.

There are about seven million students served under IDEA, said Strassfeld.

An Individualized Education Program , or IEP , is a legally binding contract between a school district and a family with a child with a disability. Under IDEA, students are afforded an IEP, said Dia Jackson, senior researcher for special education, equity, and tiered systems of support at the American Institutes of Research.

IEPs spell out what area a student has a disability in, how it impacts learning, and what the school will do to address those needs, such as providing speech or occupational therapy, more intensive instructional supports, and accommodations, including for standardized tests and other learning goals.

The number of IEPs is increasing in schools as conditions, like autism spectrum disorder, or ADHD, are being diagnosed more readily.

All students with disabilities are protected under Section 504 of the Rehabilitation Act of 1973, which requires schools to make “reasonable accommodation” for students with disabilities.

Educators don’t have to make specially designed instruction plans under a 504, but students can get certain accommodations, like elevator passes if a student is in a wheelchair, Jackson said.

“It’s a slightly different focus, but both play out in schools,” Jackson said.

Individualized family services plans , or IFSPs, are developed for children up to age 3 who need help with communication, social-emotional skills, and physical needs, Strassfeld said.

Like an IEP, the plan is made in collaboration with a parent or guardian, along with professionals such as a child care provider, religious leaders, or doctors. The document outlines a plan for families to help seek services—such as speech and language therapy, occupational therapy, medical services, and more—but is focused more on the family’s goals rather than strictly educational goals, Strassfeld said.

“While they’re focusing on pre-education goals, primarily at that age, we’re thinking about that child as being a part of a component of a family,” she said.

The right to a Free Appropriate Public Education , or FAPE , means that for every IDEA-eligible student, services must be provided at no cost to the student or their family, must be appropriate for the needs of the child, and have to be education oriented, Strassfeld said.

With FAPE, there is also the concept of least restrictive environment, or LRE, Jackson said. Students should be included to the fullest extent possible in mainstream classrooms and be challenged but appropriately supported, alongside their general education peers.

That’s not without its challenges, however, Strassfeld said.

“IDEA essentially is premised on the philosophical notion that it is that easy. It’s a real challenge for school districts,” she said, adding that as parents and advocates examine special education through disability justice and disability studies lenses, there are more critiques of the model.

Jackson said that she’s heard criticism along these lines: When students with disabilities aren’t prepared for a general education environment, or when general education teachers don’t have training on special education.

Response to intervention , or RTI , came as an amendment to IDEA in 2004 to help earlier identify students who are struggling before they begin failing, Jackson said, and begin giving them additional support through a tiered process. Generally, all students receive “tier I” instruction on grade-level standards. Then, students who need additional help get more intensive supports. That could look like a teacher working one-on-one, or in small groups, helping target specific areas to improve learning.

Intervention is an evidence-based program meant to address a specific learning or social-emotional need. It can be done in a general education classroom, and looks like regular teaching, Jackson said, but it uses particular materials and involves collecting data on progress.

The term RTI has evolved into multitiered system of supports , or MTSS , which is also a preventative framework, but goes beyond academics to consider the infrastructure districts need to implement MTSS, Jackson said.

“The shift to MTSS is meant to be more inclusive of the infrastructure as well as inclusive of social-emotional learning as well as academics,” she said.

A functional behavior assessment , or FBA , is a way for educators to collect data on student behavior, and what is triggering certain unwanted behavior, Jackson said.

For instance, she said, if a teacher has a student who has autism and, when they get upset, they throw a chair, an FBA could be conducted.

Once that analysis is collected, a behavior intervention plan , or BIP , is developed, describing what the behavior is, how often it happens, and what will be done to address it.

FBAs and BIPs are not without concerns, however, as students with disabilities—especially students of color—are more likely to face exclusionary discipline, such as suspension and expulsion.

“A lot of times, it is a subjective judgment call if a student is exhibiting ‘appropriate behavior’ or not,” Jackson said. “There’s a lot of potential bias that goes into discipline of students and behavior management.”

It’s one example of disproportionality , where an ethnic or racial group is over- or under-represented in certain areas. For instance, Jackson said, students of color with disabilities are over-represented in discipline, on being identified as having a disability, and being placed in more restrictive environments.

Restraint and seclusion are practices used in public schools as a response to student behavior that limits their movement and aims to deescalate them, by either physically limiting their movement (restraint) or isolating them from others (seclusion), according to previous EdWeek reporting .

The practice of physically restraining students with disabilities or placing them in isolation has been heavily scrutinized, but is still used in some states.

It should only be used in extreme cases when a student is at risk to harm themselves or others, Jackson said, but never as a behavior management technique, or as punishment. Students have been harmed, or even killed, as a result of restraints , Jackson said. Students of color are over-represented in the population who are restrained and isolated, Jackson added.

Even still, there are educators who don’t want to see the practices completely banned, Jackson said.

“Teachers have been hurt by students or they’ve been hurt in the midst of a restraint so they still want to have the option available,” she said. “It’s an issue of not having training in another alternative, so they feel like: ‘This is the only way I can handle this particular student, or type of student, because I don’t know anything else.’”

Strassfeld said that there’s been more focus on the practice alongside excessive force in law enforcement.

“There’s been discussion that disability advocates have had about criminalization of behaviors that a person has no control over, and this type of force seems to deny the humanity of people who perhaps are exhibiting behaviors they are not able to control,” she said.

Education Issues, Explained

Vanessa Solis, Associate Design Director contributed to this article.

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Frank Porter Graham Child Development Institute

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Making a difference in early childhood special education

Two new web articles from the Early Childhood Technical Assistance Center (ECTA)   the Center for IDEA Early Childhood Data Systems (DaSy) at Frank Porter Graham Child Development Institute illustrate how they work to strengthen state systems and increase equitable and inclusive practices.

ECTA sets course on journey to more inclusive classrooms

In 2019, ECTA invited states to participate in a technical assistance (TA) process to help build their capacity to implement, scale up, and sustain high-quality inclusive policies and practices for children age 3–5 with or at-risk for disabilities. The Illinois State Board of Education along with the preschool inclusion initiative Early CHOICES accepted the invitation to receive two years of intensive TA to establish inclusive classrooms.

The Indicators of High-Quality Inclusion and the principles of implementation science guided the partnership between ECTA and Illinois.

Inclusion depends on a shared vision that is upheld by strong collaborative relationships across sectors and a strong commitment, at all levels within an organization, to implement high quality, evidence-based practices. Find out more about this journey, the program impacts, and all of the key takeaways in the full story, A Journey to More Inclusive Classrooms: ECTA's Partnership with Illinois .

ECTA and DaSy TA elevating family voices

FPG’s ECTA and DaSy have collaborated to help state early intervention programs improve the quality and representativeness of their family data and use that data to advance equity.

In a new publication, ECTA and DaSy share two stories from two states—Illinois and New York—that highlight the support that their centers can provide to Part C and Part B 619 programs seeking to improve their system, service implementation, and child and family outcomes.

Over two years, ECTA-DaSy technical assistance (TA) teams supported a cohort of Part C state agencies to improve family outcomes through collaborative and sustainable systemic change focused on ensuring that all families are served and voices are heard.

The TA focused on supporting states to improve the quality of data collected from families participating in early intervention and to use these data to improve services and supports. TA teams provided a combination of cross-state and state-specific activities including:

• self-assessment exercises to identify the changes needed;
• state-specific action plans to provide a road map to system improvement; and
• ongoing data collection to monitor and evaluate progress.

Read the full story, Elevating Family Voices: How ECTA and DaSy Technical Assistance Supports State Innovations for Equitable Family Input , to see the incredible impact the ECTA and DaSy TA teams had in Illinois and New York.

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